The reorganization of our colleges

THE REORGANIZATION
OF OUR COLLEGES

BY

CLARENCE F. BIRDSEYE

AUTHOR OF
"INDIVIDUAL TRAINING IN OUR COLLEGES"

OF THE

UNIVERSITY

OF

NEW YORK

THE BAKER & TAYLOR COMPANY
1909

GENERAL

( C-

COPYRIGHT, 1909, BY
CLARENCE F. BIRDSEYE

Published, February, 1909

THE TROW PRESS, NEW YORK, U. S. A.

TABLE OF CONTENTS

PART I
SHALL WE REORGANIZE OUR COLLEGES?

CHAP. I. From What Standpoint Shall We Consider Re-
organization? 3

CHAP. II. Do the Colleges Need Reorganization? . . 12

CHAP. III. What Shall Be the Objectives of the Reorgan-
ized College and of Its Course? ... 14

CHAP. IV. Of What Departments Does the College Consist? 21

PART II
THE STUDENT LIFE DEPARTMENT

CHAP. V. The College Now a Quasi Public Corporation—

Not a School Based Upon the Home . . 35
CHAP. VI. The Relation of the College to the Common-
wealth 51

CHAP. VII. The Student Life Department and the College

Community Life 61

CHAP. VIII. The College Community Life — Continued . . 75

CHAP. IX. The College Home Life 90

CHAP. X. The Greek-Letter Fraternities and the College

Home 96

CHAP. XI. The College Home and College Vices . . .118
CHAP. XII. The Dominant Position of the Student Life De-
partment 146

PART III

THE SEPARATE ADMINISTRATIVE DEPARTMENT

CHAP. XIII. The Science of Administration and the Func-
tions of the Administrative Department . 165

CHAP. XIV. Administration, Discipline and Order in the

Earlier Colleges 181

VI

Table of Contents

CHAP. XV.

CHAP. XVI.

CHAP. XVII.

CHAP. XVIII.

CHAP. XIX.

CHAP. XX.

CHAP. XXI.

CHAP. XXII.

CHAP. XXIII.

CHAP. XXIV.

CHAP. XXV.

CHAP. XXVI.

CHAP. XXVII.

CHAP. XXVIII.

CHAP. XXIX.

CHAP. XXX.

How Shall We Reorganize the College? The
New Primary Unit 185

The Nature of Business Administration and
Administrative Departments . . . 200

Bookkeeping and Accounting in the Reorgan-
ized College 215

The Use of Blank Forms in the Reorganized
College 223

Study and Care of Its Plant by the Reorgan-
ized College — The College Inventory

How the Reorganized College Will Study Its
Field

235

240

The Marking System in the Reorganized

College 245

Studying the College Waste Heap . . 258

Examinations in the Reorganized College . 266
Discipline in the Reorganized College . .270

The Waiting List in the Reorganized College 275
Advertising and the Publicity Bureau in the

Reorganized College 280

Standardization and Uniformity in the Re-
organized College 289

Some Final Suggestions as to the Adminis-
trative Department 297

The Relation of Administration to the Stu-
dent Life in the Reorganized College . 307
The President in the Reorganized College . 313

PART IV

SUMMING UP

CHAP. XXXI. The Motto and Ideal of the Reorganized

College 325

CHAP. XXXII. Resume. The Keynote of the Reorganized

College 331

CHAP. XXXIII. Can We Have a New Form of American

College and University? .... 367

APPENDIX 375

PREFACE

MANY years ago an eminent physician said to me:
"The medical profession know substantially nothing
about diphtheria, and can save but a small percentage
of the stricken. Like other physicians, I am treating
the disease empirically, experimenting first with one
remedy and then with another, hoping that eventually
something will be found which will reduce the terrible
fatality. I prescribe the latest proposed remedy, not
knowing whether it will meet the case — for we are grop-
ing in the dark."

Recently another physician said to me: "We dread
diphtheria less than almost any other disease if treated
in time; for since it has been found to be a germ disease,
and its antitoxin prepared, the things which were for-
merly inexplicable have become perfectly plain."

During the past seven years, as I have studied college
problems from the standpoint of undergraduates in
whom I was personally interested, I have been con-
stantly and forcibly impressed with the close resem-
blance which the present attitude of college educa-
tors and authorities as to their problems bears to the
former attitude of physicians as to diphtheria. I have
found, also, that the fatalities of the college course have
been great, and often inexplicable, and, to my mind,
inexcusable; for those fatalities have been largely

vii

viii Preface

mental and moral, in institutions from which such re-
sults should not be expected. Meanwhile the college
treatment has been strictly empirical, the educators
have been " groping in the dark," experimenting upon
the characters and futures of splendid young men, and
prescribing first one remedy and then another, hoping
that something would be found to reduce the fatality;
and attempting thus to meet conditions which they had
never correctly diagnosed and hence did not under-
stand. From the beginning I have felt that there must
be some reasonable and sufficient explanation for the
entire change in college conditions and results; for the
remarkable growth of fraternities, intercollegiate ath-
letics and other things which did not complicate and
upset the earlier college, but which have played havoc in
recent years; and that when these things were under-
stood a remedy would also be found. Hence I have
been trying to discover and indicate the nature of the
trouble and its location in the college body, and to sug-
gest a general method of treatment — an antitoxin —
capable of effecting a cure if taken in time and in the
right way.

Those who prepared the diphtheria antitoxin did
not thereby become the only ones who could cure
the disease. They merely made plain how physicians
should treat their cases. In like manner, if we can
locate the causes of the college trouble and point out
the general treatment, it will not be necessary to show
earnest, thoughtful and learned educators just how they
must apply the remedy in cases arising under their
own peculiar surroundings. As never before, our col-

Preface ix

leges to-day possess a wealth of endowment, and
teaching ability, and earnestness, and loyalty and self-
sacrifice. Yet all these have proved largely impotent
and even self-destructive, because the colleges have
been "groping in the dark"; but can be made effective
if the colleges can be taught how to locate and diagnose
their troubles.

The college course, like diphtheria, must continue
to claim some victims, and largely because they are not
"treated in time"; but we may hope greatly to decrease
the fatality and improve general results if we can stop
the "groping in the dark" and the experimenting, and
walk with certain step through evils which we do not
fear, since we thoroughly understand them and their
nature.

CLARENCE F. BIRDSEYE.

NEW YORK, February i, 1909.

PART I

SHALL WE REORGANIZE OUR
COLLEGES?

THE REORGANIZATION OF OUR
COLLEGES

CHAPTER I

FROM WHAT STANDPOINT SHALL WE CONSIDER
REORGANIZATION?

NOT long ago a candid and thoughtful professor in
one of our smaller colleges, after a discussion of some
of the crudities of the present college administration as
they appear to a business man, asked: "If you had the
opportunity to reorganize our colleges, upon what plan
would you proceed?"

This simple question presented an old subject in an
entirely new light, and the answer was instant: " Along
the lines of the best modern corporate reorganizations;
with the same objects, by the same methods, and avail-
ing ourselves of similar human agencies, but all adapted
to college conditions." For a quarter of a century we
have been familiar with business and corporate re-
organizations. The law governing them is well under-
stood, and the great profession of the certified public
accountant, at first based upon the experience of the
English chartered accountants, has largely grown out
of the reorganizations and consolidations which have
included more than ninety per cent of our railroad
mileage and substantially all our great trusts and

3

4 The Reorganization of Our Colleges

business and manufacturing concerns. Furthermore,
these reorganizations and consolidations have been
largely, especially as to their legal features, under the
charge of college men who have been familiar with
every detail.

If, then, our colleges can be reorganized upon sub-
stantially the lines with which we are conversant in
business and corporate affairs, we shall have two de-
cided advantages: first, we can make use of well-estab-
lished principles which have been worked out at infinite
cost of time and money by our great captains of in-
dustry— whose thinking and doing run side by side —
and by the lawyers, accountants and business assistants
whom they have called to their aid; and, second, since
many of the leaders of this great army of skilled re-
organizers are college men, and hence more or less
experts in college affairs, their services can be made as
directly available in the affairs of Alma Mater as in
those of a railroad or business corporation. Moreover,
almost every large institution of higher learning has
upon its board of trustees the chief of some great and
well-organized business concern. If these men can be
made to appreciate that their own college needs their
aid in reorganizing her affairs along the very lines with
which they are familiar in their own business, at least
we shall have found competent and sympathetic ex-
perts and advisers acquainted -alike with local con-
ditions and with modern business methods.

This book, then, is intended to lift college reorganiza-
tions to the plane of the best with which we are familiar
in the business world; for often college ideals and re-

The Standpoint oj Reorganization 5

suits are far below the best business practice and
results. The former are frequently crude, incomplete
and unsatisfactory, while the latter are increasingly
systematic and scientific. But if we are to follow busi-
ness methods we must thoroughly analyze our subject
to make sure that there is a necessity for reorganization;
that there are important and permanent objects to be
gained thereby; that there are causes responsible for
present conditions which can be removed; and that
there are methods which have proved sufficient in other
fields to solve similar problems arising from substantially
the same causes and agencies and applicable, with proper
modifications, to college affairs.

To understand how such methods can be applied in
our colleges, we must analyze business conditions and
processes so that we may comprehend their results in
other fields and judge of their applicability in the
college field.

In "Individual Training in Our Colleges" I at-
tempted to show the history, content and purposes of
our older colleges, and the evils and shortcomings of our
present institutions arid their lack of system and fore-
sight— all from the standpoint of the undergraduate,
who is either the victim of this lack of system or the
victor notwithstanding it; or, as a distinguished United
States senator once said: "I love my Alma Mater for
all that she has enabled me to be and to do in spite of
her." Much of the earlier book is germane to the
present discussion, but repetition will be avoided with
care, and reference made only when absolutely necessary.

Many matters herein considered are applicable

6 The Reorganization of Our Colleges

chiefly to the undergraduates of the college proper, and
not to those who are in the graduate schools, although
it is not always easy to draw the line ; for the distinction
between our colleges and universities, never very clear,
becomes constantly more and more complicated in fact,
when judged from the standpoint of the undergraduate.
On the one hand we find one Southern university, so
called, advertising that it "prepares young men and
women for college," and on the other we discover that
even the Association of American Universities has no
very definite notion of what should qualify an institu-
tion to become a member of the Association. At first
it "made the existence of a strong graduate department
the sole condition of membership." But the report of
its Committee on Membership made in 1907 recom-
mends that professional courses shall be preceded by at
least one year of college work.1

Yet only eighteen institutions have been found eligible
for membership upon a not too strict enforcement of
such easy qualifications — leaving at least 175 more of
our so-called universities which cannot yet comply with
the conditions for membership thus laid down. In
other words, in this matter there is but little in the name.
We must frankly admit that with us the words " college"
and "university" have no fixed and definite meaning
and can convey no exact notion of the content or cur-
riculum of any institution of whose official name they
form a part

"As was pointed out in the Second Annual Report of the
President of the Foundation, the words 'college' and 'uni-

1 See Appendix No. I.

The Standpoint of Reorganization 7

versity ' have no well settled meaning in America, nor is the
sphere of higher education by any means carefully denned.
As a result the degree-giving institutions in these countries
present every variety of educational and administrative
complexity. Even the well-informed educator is apt to
speak of our colleges and universities as if they formed a
homogeneous species conforming more or less clearly to
some typical condition. Not only is this not the fact, but
these institutions do not even fall into any definite number
of such species. There is no method of classification which,
when applied to the thousand American and Canadian de-
gree-conferring institutions, will enable the student to divide
them into clear species. Whatever criterion is chosen will
result in placing some institutions in company to which they
are not entitled to belong." *

The illustrations of the valuelessness of any ordinary
methods of comparison are given at length in the
Bulletin. For these see Appendix No. II. The eco-
nomic losses arising from this lack of uniformity, and
the lessons to be drawn from it, will be considered in
Chapter XXVI, where I shall have occasion to refer to
the adverse influence of this uncertainty upon all edu-
cational interests. It is sufficient at this time to point
out how this lack of uniformity complicates the prob-
lems of the reorganizer. At least eighty per cent of
our students are in institutions with more or less of
graduate courses — institutions which are already uni-
versities or are putting on the university garb, as they
understand it. Moreover, in the university there is a
constant tendency to shift the center of the academic
community from the arts faculty (college) to the pro-
fessional or graduate schools, and we must have a plan

1 Carnegie Foundation for the Advancement of Teaching, Bulle-
tin No. Two, p. i.

8 The Reorganization oj Our Colleges

of reorganization flexible enough to cover such con-
stantly changing conditions. For example, within
twelve years the proportion of college students of the
University of Michigan has altered from about fifty per
cent of the whole to about thirty-five per cent.

The subject is further complicated by the fact that
the state universities are growing relatively much faster
than the private institutions, which have long been and
still are the standards by which too many persons,
especially at the East, judge all our institutions of
higher learning.

Shortly before his death, President W. R. Harper, of
Chicago University, expressed it as his opinion that "no
matter how liberally the private institution might be
endowed, the heritage of the future, at least in the West,
is to be the state university."

The following comparison shows how rapid is this
gain of the state universities:

1896-7 1906-7 Increase

Attendance at 15 State universities 16,414 34,770 112%

Attendance at 15 representative Eastern col-
leges and universities 18,331 28,631 56%

Increase of attendance during same period
in representative private institutions in the
Middle West ' 58%

But these figures may be misleading. The dean of
an important Western university writes:

" In large part this increase is due to the new lines of
work. The state university is becoming more and more a
department store, to which new counters are added as often
as anyone suggests an attractive line to offer. Compared
to the Eastern institutions, within equivalent courses, I
doubt if there has been as great increase in numbers. Cer-

1 President MacLean, of Iowa State University, before Presidents'
Meeting, October 31, 1907.

The Standpoint oj Reorganization 9

tainly the great increase in the Middle West private institu-
tions has been due in good part to the addition of music
schools, special courses, etc. The old time work, or culture
courses, have grown in the state universities and the Western
private institutions far less than is believed."

Furthermore, the rapid growth and improvement of
the public high school and the development of the
technical schools add other elements of complication.
At the same time our colleges are often trying to vie in
scientific equipment with the state universities and the
technical schools.

Because of these and other variances, it is quite im-
possible to draw a clear distinction between the college
and the university so far as relates to the conditions
which surround each student. Therefore I shall use
the word "college" in its generic sense, as applying to
those students who are getting their higher education
under conditions and surroundings which are essen-
tially comprehended within the term "college life," as
distinguished from those men who are pursuing a pro-
fessional or technical course divorced from anything
like true college conditions or surroundings. In this
large sense the surroundings of the graduate and pro-
fessional students living and working in a college town
and in or around a campus may approximate more
nearly to college conditions than do those of the under-
graduates of an urban college which has no campus,
or well-organized athletics, or other student activities
which tend to weld the student body into a sympathetic
and homogeneous mass. Hence the word "college"
will be used to apply to those students, no matter what
their course, who are living more or less under college

io The Reorganization oj Our Colleges

conditions and surroundings, as those words are
familiarly used; and the words "college" and "uni-
versity" will often be used interchangeably.

These very great differences between our institutions
of higher learning have several constant and important
bearings upon any proposed reorganization.

First. There can be no safe generalizations based
upon our present knowledge of prevalent conditions.
The isolated and unconnected reports upon the student
situation which have been made by various institutions
are largely worthless for scientific use, because the
underlying conditions of the particular institution are
not clearly set forth so that we can judge of their real
applicability to other institutions, or even to that insti-
tution at some other period. In other words, we have
no scientific and reliable data comprehensive enough to
cover the widely varying conditions of which we have
just spoken. For this reason any reorganization must
be largely tentative, halting and incomplete, for it must,
in considerable part, be founded upon its own investi-
gations and statistics to be made in the future. To be
of scientific rather than of local value, these investiga-
tions must be made hereafter along the same lines and
at the same time in widely scattered institutions, so
that the local and underlying elements may be taken
into account in the final generalizations.

Second. Not only are there many kinds of institu-
tions, but there are as many grades of excellence in
each kind. Some are doing splendid work in their own
line, and others are equally weak or even vicious; and
there are all degrees between these extremes. Some

The Standpoint oj Reorganization n

colleges are strong in one set of influences which tend
to turn out well-rounded graduates, and at the same
time lamentably lacking in others. Hence the reor-
ganizer must make a careful study of local elements of
weakness and strength before he can safely proceed
far with his plans.

Third. As will be more fully shown hereafter, these mat-
ters are largely outside of the realm of pure pedagogy.

Fourth. Not all the things complained of in this
book are true of any one institution, although they are
in part true of almost all. Yet it does not follow that
because they are not true in one institution or class of
institutions they are not true in others. Nor does it fol-
low that because an institution is not affected by one set
of evils it may not be grossly wanting in other respects.

For this very reason the use of names will usually be
avoided. Otherwise grave injustice might be done to
some splendid institution by calling attention to a fault
which it happens to illustrate, while failing to give it
credit for its many excellencies. Moreover, it does not
follow that any conditions, good, bad or indifferent, are
permanent in any particular college. Nothing is more
striking than this constant local change within a com-
paratively short period. Hence a thorough knowledge
of the conditions which prevailed a few years ago may
be of very little value in determining the present situ-
ation. Above all, let us beware how we judge of
prevalent conditions by those which we knew even in
the recent past, or of the general situation by that
which exists in our own Alma Mater as we think that
we know it.

CHAPTER II

DO THE COLLEGES NEED REORGANIZATION?

No evidence as to the necessity of a radical reorgani-
zation of our colleges is required, for it is a basic rule
of law that no proof need be given as to that which is
admitted or not denied.

Our college authorities, without exception, admit the
need of some reorganization, especially in other insti-
tutions than their own. As individuals they may differ
as to details, but they agree that something is very
wrong. But the men who have come closest to the life
of the students, and have pondered most carefully upon
student problems, admit at once the truth of the arraign-
ment of college shortcomings, and then, with startling
earnestness, point out further evils and suggest new
lines of thought to which attention had not previously
been drawn. Before we finish we shall find plenty of
evidence to prove that a reorganization is imperative.

But if there be such a need of reorganization, then
the failure, long ago, to grapple with the evils which
must every day be adversely affecting the lives of the
best of the rising generation, and to analyze them
thoroughly, and force a solution of them, is one of the
terrible crimes of the nineteenth century.

This need of reorganization is as well recognized
abroad as it is here. The London Times, in an edi-
torial in April, 1907, said:

12

Is Reorganization Needed? 13

" The two ancient universities are once again on trial and
cannot escape the obligation of putting their house in order.
They will be given reasonable time for self-examination and
self-reform. Failing in this, there will be an exhaustive
inquiry and drastic compulsion from without."

We need not search far for the chief reasons why
college conditions are unsatisfactory and a reorganiza-
tion is desirable. We readily understand that no great
business can be successful where not more than one of
its five or six chief constituent departments is properly
conducted, where another is theoretically but not
actually successful, and where the others are misunder-
stood and neglected. It makes no difference how well
the manufacturing department is run, if there are no
proper shipping, sales or credit bureaus; nor how good
an operating force a railroad may have, if its repair or
auditing or financial bureaus are not sharply differen-
tiated and properly managed. Yet this is the mistake
which the colleges are making; and their unaccountable
failure to organize and coordinate all of their great de-
partments and to make each do its full duty is the chief
reason why they need a reorganization. No one of
their departments can do its best work if the others are
not doing their full share to make the whole institution
do its great duty.

The colleges must continue to be inherently weak so
long as they do not provide for a proper and complete
correlation and coordination of all their activities and
forces, whether financial, pedagogical, administrative,
executive, or relating to the personal lives of the students.

CHAPTER III

WHAT SHALL BE THE OBJECTIVES OF THE REORGANIZED
COLLEGE AND OF ITS COURSE?

BEFORE we can proceed far we must agree upon the
objects that we are to hold steadily in view, and for
which, if necessary, we are to sacrifice old-fashioned
methods and ways, and every unimportant notion, no
matter how well intrenched, which will hinder us in a
satisfactory reorganization.

Let us agree, then, if we can, that the objectives of
the college course, as distinguished from the objects of
the institution, are:

(i) The individual training of the students, to make
them, as nearly as may be, clean, cultured, forceful and
resourceful solvers of the problems which will arise in
their relations (a) to the state and to their fellows in
the community, (b) to their own families and those
otherwise personally dependent upon them, and (c) to
their own higher moral, religious, intellectual and phys-
ical natures. In other words, the college course is
primarily to enable the young student to find himself
and to train him for efficient citizenship in the broadest
sense of the word; and not primarily for scholarship,
or athletics or social polish. To be sure, every ado-
lescent who comes under Alma Mater's fostering care

14

The Objectives oj the Reorganized College 15

needs, in a varying degree, to be trained in scholarship,
physical efficiency and manly graces, but the college
course should stand first of all for making each student
an all-around and forceful member of the community
in his future years.

(2) Not for present stuffing, but for training the in-
dividual so that he shall acquire the habit, power and
desire to grow and develop, mentally and morally, what-
ever his future surroundings may be.

(3) To cast aside mere studying for a diploma, or
rank, or marks, or any other temporary or counterfeit
aims, and, even if the student be but going into busi-
ness, to build for studious and scientific training and
character.

(4) And hence to train in the broadest way for the
all-around man, for the mens sana in sano corpore, and
not be content with a physique which, because of neg-
lect on the one hand or of overtraining or overstraining
on the other, cannot meet the demands of modern con-
ditions and competitions.

These great objects and purposes must be molded
into the very grain and essence of each institution, so
that they shall be a vital part of the college atmosphere
which each student must breathe. No influence is un-
important which can hinder or help these great objec-
tives, and every such influence must be studied, and, if
necessary, dealt with by a separate department thor-
oughly equipped for that very purpose.

Our colleges are but a part of the great social and
economic structure of the nation and community and
governed largely by the same rules and principles, which

1 6 The Reorganization oj Our Colleges

therefore must be strictly studied and wisely followed
if the colleges would attain to their highest usefulness.
Hence the colleges owe it as a first duty to their students
to work out their own economic, sociological and do-
mestic problems, quite as much as to study these sub-
jects only as they relate to the submerged tenth or some
other portion of the general community.

These objectives of the college course, that is, as to
the college results, are not essentially different from those
governing a well-organized factory or business estab-
lishment. Although in the eyes of the public they may
not stand upon so high a moral plane as the colleges,
there are many business corporations which in fact get
better results and more honest work and have higher
ethical and moral standards for the individual than
many colleges; and the difference in results arises from
the difference in administrative methods and ideals.
Some of the ways in which our college administration
falls fatally behind that of an ordinary business corpo-
ration will be pointed out in succeeding chapters, with
suggestions as to changes to be instituted in the colleges
in those regards.

We must never allow ourselves to mistake a college
diploma for a true college education, or a college degree
for college training. As we proceed I shall use the
words "college education" and "college training" in
the broad sense of an education and training for citizen-
ship, and as comprehending, therefore, those elements
of scholarliness, culture, physical strength and prowess,
and pleasing manners, which must be added to the
character of each student in order to make him in

The Objectives o\ the Reorganized College 17

future years strong, efficient, cultured and clean to the
top of his bent. We shall see that it is just this de-
velopment, nothing less, which the college owes to
everyone to whom she gives her diploma.

Surely we can all agree that it is only by keeping
these objectives as to the college course clearly before
us that we can hope to make the most, mentally,
morally, physically and individually, of the student
material which enters the doors of the college, or to turn
out such material developed to the highest degree to
make the best use of its powers in its future work in life.

A clear exposition of what the university or college
itself should stand for is found in the report submitted
on February i, 1908, to the faculty of Columbia Col-
lege by Dr. James H. Canfield, after a three months'
trip to examine personally the methods of teaching and
of discipline (intellectual and other) which are in use
in the upper classes or forms of typical English public
schools, of English grammar schools and of French
Lyce*es; and in the first and possibly the second year of
residence in colleges and universities of both England
and France — in other words, corresponding in the
main with the freshman and sophomore years in our
colleges:

"All modern educational ideals center in a movement
which seeks more complete and efficient employment of all
human gifts and powers, all natural forces and all material
resources, in behalf of national advancement and well-being;
by which, of course, is meant the advancement and well-
being of every person within the nation. It is an educational
ideal which makes for peace, prosperity, and true renown;
which believes that the greatness of a state can always be

1 8 The Reorganization oj Our Colleges

more accurately measured by the greatness of its teachers
than by the number of its regiments, by its scholars rather
than by its squadrons. Education which does not recog-
nize this movement and has not this end in view, which does
not distinctly accept this as its supreme motive, is neither
public nor large nor sound nor enduring. Every educational
undertaking, from kindergarten to most advanced research,
will be tried under this law, and will be approved only as
it meets this standard. The world seems to have finally
determined that it has little or no time or strength to spend
on mere abstractions; it demands that very definite and
helpful relations shall be discovered and maintained in all
forms of human life and endeavor.

"Prince Metternich wisely said, 'All reforms begin at
the top.' The university, then, must be the leader in this
great undertaking. Leadership is its right and its duty,
its privilege and its opportunity. To forfeit this for any
reason whatever is simply to fall from grace, to substitute
weakness for strength, to cease to give an adequate reason
for existence. . . . Every university must set itself the task
of satisfying three classes of demands and aspirations:
those of the nation, the people at large; those of the students
who attach themselves to the institution, and in a certain
sense those of all who hope to have the advantages of higher
education; and those of its officers. These are given in
what is believed to be their order of importance, though it is
not easy to create this distinction. But the general welfare
certainly stands first, though so indissolubly linked with in-
dividual welfare that the two can scarcely be considered
apart. The students are given precedence of the officers,
because it is mainly for the purpose of their education that
colleges are maintained, their time is short, they have but
one chance for preparation for active life, and they are the
coming generation; while the officers as a body either hold
the center of the stage or have already begun to retire slowly
toward the exits. The true university is not merely a place
where a lad may get an education, but is a seat of wisdom and
learning. To this wisdom and learning, willing to serve
(which is the first condition of all leadership) the nation
turns with a demand for leadership. . . . The students

The Objectives oj the Reorganized College 19

need, and very generally desire, effective instruction and
stimulating companionship, and reasonable preparation for
life. They cannot receive the first unless their instructors
of every grade possess remarkable strength of character,
unusual mental equipment, careful and thorough prepara-
tion, unceasing industry, unflagging zeal, alert and com-
pelling consciences, large unselfishness and active sympa-
thy. Whole men and wholesome men, men who are sane
and strong, men who are broadly informed as well as pos-
sessing advanced special training, men who are carrying
some share of the public burden, men who are making
themselves and their work felt in the world about them;
these are the true Masters of Arts, no matter what other
degree they may carry. . . . The needs and demands of
worthy officers constitute the third form of drain upon the
resources and strength of the university corporation. What
these men ask is opportunity to discover truth and oppor-
tunity to impart it. The first means equipment of every
kind: books, apparatus, laboratories, assistants — and a fair
amount of time for the proper and effective use of these.
The second means a well-arranged curriculum, within which
a student can move with considerable freedom of choice, thus
bringing together the largest possible number of both teach-
ers and taught; with the further provision that, by that form
of organization which will throw the least possible burden
of administration upon officers of instruction, idle, ignorant,
unworthy students may be either quickly reformed or as
quickly withdrawn from troublesome and impeding contact
with the true life of the university."

In other words, our colleges and universities should
keep their own ideals high and should turn out clean,
strong problem solvers, thereby recognizing and ful-
filling their duties to the state, to their founders, to their
own officers and to their students. Anything short of
this is failure. I shall go further and show that the
college, even the private college, is now a distinct agent
of the commonwealth and as such has direct duties to

2O The Reorganization oj Our Colleges

perform for the state. But throughout our discussion
let us keep in mind the distinction between the objects
of the college and those of its course, between the in-
stitution and the individuals who for the time adminis-
ter its affairs or give or receive its benefits.

CHAPTER IV

OF WHAT DEPARTMENTS DOES THE COLLEGE
CONSIST?

WE must next consider whether all the forces and de-
partments of the colleges have heretofore been properly
differentiated, studied and organized, and whether each
and all are doing their full part to effectuate the objects
of the institution and of its course.

For practical purposes the college activities may be
roughly divided into six great departments or classes : (a)
finances, (b) instruction or pedagogy, (c) administra-
tion, (d) the executive, (e) the trustees or board of con-
trol, under whatever name, and (/) the student life, or
that portion (about ninety per cent) of the undergradu-
ates' time not spent in recitations, lectures or other per-
sonal contact with their instructors. The student life
must be further subdivided into the college community
life and the college home or family life.

(a) The financial department is often smoothly run
by experts who are not pedagogues, and is out of sight and
therefore out of mind, except in the treasurer's annual
report. It will not require much attention in this dis-
cussion. Its chief lesson to us is that it is the only de-
partment whose cleavage from the others is sharp and
distinct. It is successful largely because no other de-
partment feels warranted to interfere in its affairs. Its

21

22 The Reorganization of Our Colleges

duties and limitations are well defined and respected,
and its results, if it is on a real business basis, are cor-
respondingly satisfactory.

There should be no difficulty in having a perfect
financial system in any college if the finances are under
the charge of a well-trained business man. The book-
keeping problems are, up to the present time, of the
simplest nature, mere cash accounts with no cost ac-
counting or other intricate questions. Hence it is
nothing to boast of if the books are well kept, and it
is something to be ashamed of if they are not so kept.
Some institutions have placed their bookkeeping in the
hands of skilled accountants, who turn out model
annual reports, showing full trial balances, balance
sheets, detailed statements of receipts, disbursements
and investments, and have frequent audits of accounts
and verification of cash and securities. In such in-
stances, at least, we can perceive how satisfactorily the
best modern business methods can be applied in college
affairs. In the state universities there must be a full
annual accounting to the state, including the sum
paM to each professor, etc. Our private institutions
may be roughly divided in this regard into those whose
books and accounts are open and those which consider
themselves the closest kind of private corporations of
whose financial affairs practically nothing is known,
especially in detail, except to a few of those in control,
who are frequently unable and often unwilling to un-
derstand bookkeeping and a cost account. In this re-
spect the reorganizer can make many improvements
both for efficiency and true economy. I shall consider

The Departments oj the College 23

at its proper place the question of the extension of the
functions of the financial department, so as to embrace
a cost-account system for the college factory, a thing
practically unknown at the present time.

(b) It is not my purpose to discuss at length the in-
structional or pedagogical department. In the first
place, the topic is a dangerous one for a layman to
handle, especially where, as in the present case, it
might lead us away from our subject. Moreover, there
is the widest divergence of opinion as to the merits
among admitted experts. While undoubtedly some of
our greatest teachers have been and still are found in
college faculties, there are many, well qualified to judge,
who insist that as a whole college pedagogy is at present
the poorest of all grades. The principal of one of our
finest fitting schools recently gave me the following
reasons for this assertion. He told of a dean of a well-
known law school who said to one of his second-year
students who was doing very poor work: "I know of
your preparatory school training and that you easily
stood at the head of 'your class. I also know your
father and that he is a very painstaking and studious
lawyer. Why is it, then, that you are not doing better
work in your law studies?" The young man replied:
"To tell the truth, studious habits will not survive a
four years' college course nowadays." The principal
insisted that this had been the case with altogether too
many others of the very brightest boys that he had sent
to college during the past fifteen years; that these boys
had been allowed, under college teachers, to degenerate
like this young law student, and that this would not

24 The Reorganization oj Our Colleges

have happened in so large a proportion of such cases if
the average college instructor understood and applied
the principles of pedagogy as the teachers in our best
kindergartens, and primary, grammar and high schools
are now required to. Unfortunately, high-school prin-
cipals and parents can cite too many examples to sus-
tain their complaint. Judged by this standard, college
pedagogy is too frequently a miserable failure, with
terrible after results to the state, the individual student
and the reputation of all higher learning.

Looking at these charges against the quality of college
pedagogy from the standpoint of a business man, I am
convinced that they are largely true, and I argue it out
in about this fashion : Every entering class is carefully
looked over by the college coaches and trainers for
available candidates for football, base ball, track and
other teams, rowing crews, etc., and when such men
are found they are carefully trained in every detail of the
sport. So in many colleges every entering freshman is
carefully canvassed by the various fraternities, and if he
is available he is made a member, and immediately en-
ters into a course of careful training, under competent
fraternity coaches, to make him an honor to the fra-
ternity. This belongs to the college home life as we
shall see. Yet I cannot now remember any college
where there are pedagogical coaches who, to the like
extent, canvass every entering freshman, to get his
measure as a student and to make sure that he knows
how to study; and if not, whose duty it is to teach him
the fine points of the college training in their pedagogi-
cal department. Such coaching, if given at all, is left

The Departments oj the College 25

to the student life department and is widely and effi-
ciently performed therein. Why not in the pedagogical
department if its standards are high?

This is not theoretical. For many years I have
known intimately every freshman who entered my own
chapter of my fraternity. Their ability to study and
keep up has been carefully canvassed by the upper
classmen, and some freshmen have been found who
practically did not know how to study, but who ear-
nestly wished to learn. Yet the college provides no
pedagogical coach, and the luckless freshman, who may
not appreciate his own weakness, must turn to the upper
classmen for help. In too many colleges the pedagogi-
cal formula is "root, freshman, or die" by the " busting
out" process. Yet many institutions spend almost or
quite a hundred thousand dollars annually upon
athletics which are largely the coaching and training
of a few likely athletic candidates. Good pedagogical
practice would seem to demand that the college itself
should spend at least one fifth of this amount in coach-
ing and training its freshmen in the things which would
make them better material for their instructors to work
upon in the later years.

But as I said before, this is dangerous ground for a
layman. The shortcomings of college pedagogy and
pedagogical methods have been carefully and fairly
discussed by many experts in books and reviews. The
latest is "The American College: A Criticism," by
Abraham Flexner, whose stringent criticisms from the
pedagogical side are apparently fully justified.

But it seems to me that the fault lies not so much with

26 The Reorganization oj Our Colleges

college pedagogy as with the failure to draw a sharp
distinction between pure pedagogy and the other de-
partments of the college. Our mental confusion as to
the functions of the departments of pedagogy and ad-
ministration, and our utter neglect to study and elevate
the student life department are chiefly responsible for
the present pedagogical ineffectiveness and meager edu-
cational results. But until the conditions are radically
changed college pedagogy must continue to have a dis-
proportionately large number of such failures charged
to its account.

(c) There are some promising patches of adminis-
tration, some hopeful beginnings, in some institutions,
but there is no such thing in any college as an up-to-date
and separate administrative department comprehen-
sively covering all parts of the institution. Yet when
this is said to a college professor he looks dazed and
asks: "Well, what do you mean by college administra-
tion, and how could you improve upon what we have
here?" The answer is not difficult: "Wipe off the
slate, and commence over again. Few college pro-
fessors have the least notion of what modern adminis-
tration means or accomplishes, and therefore in most
cases they cannot reorganize their present attempts at
administration. The college must learn about the
real article, and then build from the very bottom upon
the foundation of this new ideal of a separate adminis-
trative department. The present system has shown
its insufficiency by the pass to which it has brought the
college and its reputation and the reputation of college
pedagogy. It is easier, safer and cheaper to build

The Departments oj the College 27

anew than to patch up." These may seem harsh words,
but they will appear mild before we have completed our
exposition of what business administration is and does,
and what the college administration is not, and what it
fails to accomplish. In Part III, I shall show how the
modern business administrative department has grown
up and what are its functions, what it has done and is
doing, and how indispensable it has become; and also
how the college, as a whole and in each of its parts, is
handicapped by the failure to provide an up-to-date
administrative department along the lines of an or-
dinary manufacturing concern dealing with a like num-
ber of men and with interests correspondingly diverse.

(d) I shall postpone the discussion of the college
executive department until Chapter XXXIII. By that
time we shall have studied the reorganized college in
detail, and be better able to understand the functions
and duties of its executive.

(e) Nor shall I treat at length of the board of trustees
or board of control in the scores of different forms in
which it appears. Its powers and duties are usually
defined by statute or charter and cannot be easily
modified. For an excellent discussion of this subject
the reader is commended to Chapter II of "College
Administration," by Dr. Charles F. Thwing, President
of Western Reserve University and Adelbert College,
The Century Company, 1900.

(/) The student life comprehends about ninety per
cent of the undergraduate's time, and the instructional
department the remaining ten per cent. That is to say,
the average student does not spend ten per cent of his

28 The Reorganization o] Our Colleges

whole year in direct touch with his teachers. There are
1 68 hours in the week, and usually the college, as dis-
tinguished from the technical or graduate school, does
not advise an undergraduate to carry more than five
courses of three hours each per week. Often only four
such courses are required. Thus, without cuts or
cations, ten per cent with the professors is a good
average, and frequently these hours may be spent in
lecture courses chosen to produce the least possible
draft upon the student's attention in the lecture room
or upon his time outside of it.

We should have expected that this ninety per cent
would be carefully analyzed and studied by the teachers
whose work in the ten per cent must be greatly affected
by the influences that govern the ninety per cent. At
least that would have been done by a business concern.
Assume that A and B, two boys of equal capabil
are in school together and that A is kept strictly and
wisely at his home work by his parents, and compelled
to attend to his school duties; while B is given the use
of an automobile and is allowed to put all kinds of out-
side distractions, or even vices, ahead of his school
duties. Under these circumstances the teacher, with
one half as much exertion, accomplishes twice as much
with A as B. Hence the home factors of A to B are as
four to one. This is precisely what is going on in all
our colleges. The ninety per cent of the student life has
been and still is ignored and not studied, and the in-
structors wonder why the effectiveness of their teaching
is about one quarter of what it ought to be. They
have not thought out the true nature of the student life,

The Departments oj the College 29

nor its effect upon their own work, nor the way to reach
and affect it. But if we are to bring about a reorganiza-
tion along modern business lines we must know all
about this student life department and its bearing upon
the other factors of our problem, and determine how it
is to be handled in the future. These things will be
treated in Part II.

Because all of these departments (except the board
of trustees) were originally almost exclusively under the
direct personal control of the college president, and be-
cause in the lower schools the instructor is the disci-
plinarian, and because we still think of our colleges as
modeled after the home and not after the community,
we cling tenaciously to the notion that there is some in-
herent connection between instruction and the college
administration, and that a trained pedagogue must have
charge of the discipline and administration. This is
essentially fallacious and wasteful. In our reorganized
institution we shall recognize that our college pedagogy
should now be pedagogy pure and simple, as in the
nan universities, and provide accordingly. We
shall also understand that few of our questions of ad-
ministration are essentially pedagogical. Most of these
are the problems, requiring systematic organization,
which arise wherever there is a clashing of the diverse
interests of large numbers of persons working in a
common pursuit, whether under a great business, man-
ufacturing or quasi public corporation, or in an army
or navy, or in any other great aggregation of men.

Until recently the numbers in our colleges were very
small and hence there were very few and simple ad-

30 The Reorganization o] Our Colleges

ministrative questions to solve. At the end of her first
125 years Harvard's classes numbered hardly twenty-
five members each. In 1850 (212 years) she had 286
undergraduates, while Princeton had 232 and Columbia
179. At the same time the simple social conditions,
and the lack of surplus wealth and of facilities for
travel, and the absence of large cities made all problems
of living comparatively simple. We shall perceive that
it is not lack of teaching forces or ability, but numbers
and size and intricacy and failure to understand the
basic change in our college concept which are upsetting
our college economy.

As we proceed in our investigations we shall realize
that our present need of reorganization in large part
comes from the fact that, quite outside of pedagogical
conditions, the administration is terribly crude, un-
scientific and insufficient, and that the student life is
too often neglected, unstudied and misunderstood, and
the executive hampered, and that true financial economy
and system are disregarded, and that no satisfactory re-
sults can be expected while there is such a lack of
intelligent coordination.

Within the last generation, the science of medicine
has been immensely improved, and trained nursing
has become a science. Candid physicians admit that
trained nursing is now more than half the battle and
that medicine would not be what it is without the aid of
the trained nurse. What modern medicine would have
been without trained nursing can be seen in modem
college teaching, for it has not perceived that adminis-
tration, and especially the student life, should have

The Departments oj the College 31

stood in the same relation to it that nursing does to
medicine. But instead of being such aids, the admin-
istrative and student life departments actually have
been clogs. They are dead weights which pedagogy
has been dragging behind it, while it wondered that,
at a time when its teachers were admittedly improving,
the results upon the students were more and more un-
satisfactory.

Pedagogy is the skilled physician who handles many
and diverse cases, but administration and the student
life are the departments which have charge of the in-
dividual patients outside of the times of the physician's
visits, and which insure the best results from those
visits. The doctor has charge of the case, but he has
many other patients and duties, and must have the ser-
vices of skilled assistants or nurses who can insure that
his instructions are followed and who can have charge
of the individual patients during the intervals between
visits. In earlier days the instructor lived in the
college family or college home, but not so now. As
modern medicine is largely dependent upon modern
nursing, so the highly specialized pedagogues of our
modern colleges will be found ta need the services of an
agency which supplements their work and makes it
effective. For her first century and a quarter Harvard
assigned a tutor to each class, who taught that class in
all its subjects for four years, subject to the small
amount of additional instruction given by the president
and the one or more professors. When the college was
thus administered there was no need of any supple-
mentary coaching for the pedagogues.

32 The Reorganization oj Our Colleges

Our chief need in reorganizing is to resuscitate, re-
construct and make potent these two great departments
of administrative and student life, now dead and useless
— or worse — and to restore the executive to its normal
functions.

PART II
THE STUDENT LIFE DEPARTMENT

CHAPTER V

THE COLLEGE NOW A QUASI PUBLIC CORPORATION —
NOT A SCHOOL BASED UPON THE HOME

IN a tract entitled "Looking Backward," Helen
Hunt Jackson showed how the Indian pappoose,
carried on its mother's back and always looking back-
ward, saw things not as they approached but only
after they had passed and were receding, and that this
was the plight of the whole Indian race under our
criminally wrong system of wardship.

In our colleges the poor old pedagogical mother is
still lugging two strapping infants who, looking back-
ward, exhaust her strength and make her less efficient
in the duties which she is best suited to perform, while
their own education and growth are as constantly
stunted. The powers and efficiency of pedagogy will
be doubled by the growth of one of these children, ad-
ministration, to the strength, work and duties of an
adult. The same is as true of the other child, the
student life. When it, too, shall have been developed,
we shall have the efficiency and general usefulness of
the college augmented by two splendid powers which
will work with the enthusiasm of youth toward the com-
mon good, but especially toward the solution of the
new questions of administration and of the internal and
organic content of the student life. These new de-

35

36 The Reorganization of Our Colleges

partments must together assume the solution of many
things which pedagogy has long since abandoned in
despair — although she has not always realized this, nor
frankly confessed it even if she did realize it. The
college as a whole, the individual undergraduates — for
whom, in fact, it was organized and exists — and the cause
of higher education, citizenship and scholarship must
suffer until the departments of administration and the
student life exercise their proper functions.

This leads us, then, to the careful study, first, of the
student life, so that we may understand its essentially
dual nature, its real place in the college economy and in
the education of the embryo citizen, and the steps
necessary under our reorganization plan to put this
powerful factor in condition to do its great part in
college work; and, second, of the separate administra-
tive department.

But before we can understand the present meaning
of these departments we must fully realize the change
that has taken place in the very nature of the college
itself. It is still spoken of as merely an educational in-
stitution, and thus is put upon a par in our minds
with the ordinary school or with the earlier college.
This was true in the old boarding-school-ecclesiastical
periods when the college was a small poverty-stricken
aggregation of teachers and taught, which had no funds
of its own to supply its constantly increasing wants, but
was largely dependent for money upon the Colonial
legislature, with its politico-religious notions, and
which derived the mass of its pupils from private
schools or tutors and not from a public-school system.

The College a Quasi Public Corporation 37

But now many universities and colleges are powerful
and rich corporations, with rights, properties and funds
guaranteed under the broadest charters and often under
the terms of the state constitution. Several universities
have property enough to pay in full the debt of any
state in the Union, except Massachusetts, or of any city,
except New York, Philadelphia, Boston, Pittsburgh,
Chicago or Cleveland; and the yearly receipts and ex-
penditures of many of the states fall far below those of
some of the rich corporations which we call colleges or
universities.

Hence we must come to realize that these great in-
stitutions no longer resemble the school after which they
were originally modeled, but have grown and developed
into a new form of state or community, and should be
thought of rather as bodies politic than as bodies cor-
porate. They have the following characteristics,
among others, of a political or municipal community
or corporation: (a) a fixed location or boundary within
urhich their power is substantially supreme; (b) rights
guaranteed by law, and often by the state constitution,
beyond the control of even the state legislature; (c)
large investments in fixed improvements, for public, not
private, uses; (d) large annual incomes devoted to public,
not private, purposes ; (e) the right to tax for their own
general purposes those who dwell within their borders
and share their benefits; yet (/) relief in large part from
the taxation of their own property; (g) a lack of power
to compel any individual to remain within their sphere
of influence; yet (h) the right to lay down rules to
govern, within certain limitations, the personal lives and

38 The Reorganization o) Our Colleges

actions of their student citizens, who, so long as they re-
main students, have well-defined rights and duties toward
the college state or community, their fellow-students
and their college homes, which relations resemble
closely those of the citizen of any ordinary community
or state. The colleges are not charitable or business
corporations any more than the state or community,
which also have many charitable and business functions.
It must be admitted that now our great universities and
colleges much more closely resemble municipal cor-
porations (using the word "municipal" in the broad
sense of a state, or of a city or some lesser governmental
corporation within the state) than they do any other
form of corporate existence or entity known to the law.
Hence it will be profitable at this point to follow out
this analogy to its legitimate conclusions, for it may
very seriously affect. the plans which we must pursue in
order to bring about a scientific and permanent reor-
ganization.

This change of form, from that of a private corpo-
ration to one which is quasi public, is not unique nor
confined to the colleges, but is something which is going
on all the time and with which we are fully acquainted
in other instances. For example, our first railroad
charter was granted as a part of a well-defined policy
which the State of New York had been carrying out for
a generation in developing her lines of internal com-
munication, and was closely modeled after the turnpike
company charters of which several hundred had been
already granted. The new road was intended to be
merely a private corporation owning and keeping in

The College a Quasi Public Corporation 39

order, for use by all comers, a turnpike with fixed rails,
and was given the right

"to regulate the time and manner in which goods and pas-
sengers shall be transported, taken and carried on the same,
as well as the manner in which they shall collect all tolls
and dues on account of transportation and carriage, and
shall have power to erect and maintain toll houses and other
buildings for the accommodation of their concerns as they
may deem suitable to their interest;"

also,

"from time to time to fix, regulate and receive the tolls and
charges by them to be received for transportation of prop-
erty and persons."1

Shortly thereafter twelve further charters were
granted by the New York legislature under which other
roads were built; and these roads, then ten in number,
were consolidated in 1853 to form the New York Cen-
tral Railroad, running from Albany to Buffalo and
Niagara Falls, with a total mileage of about 400 miles
of single track.

These poverty-stricken turnpike railroads were not
a menace to the state. They had no political or finan-
cial power. They were experimental innovations and
suppliants, and had not yet become the most powerful
entity in the state, arrogantly exclaiming (as did the
head of this system in later years): "The people be
damned. We'd rather carry hogs than people."

The gradual changes by which these quasi turnpike
railroads, seldom over thirty miles in length, have de-
veloped into the huge modem trunk line are substan-
tially the same as those by which our primitive colleges

>N. Y. Laws of 1826, Chap. 253.

40 The Reorganization 0} Our Colleges

have developed into our huge modern universities. As
the years have passed the railroads have ceased to be
private concerns and have assumed more and more the
character of public corporations, exercising exclusive
franchises received from the state. They have, with
other similar corporations, grown into a class by them-
selves, which for want of a better name we call public-
service or public-utilities corporations.

In precisely the same way, and without our realizing it,
the colleges have changed, in fact and in law, to quasi
municipal corporations with a closer resemblance to the
state or community, in their duties, rights, powers and
content, than to anything else; and with these new
powers have developed new responsibilities.

In following out this resemblance it will be found,
also, that the relations which the citizen or student of
the college bears to it are no longer those of the board-
ing school based upon the home, but are rather of the
same threefold nature which the citizen of the state
or community bears to it, namely : first, to the state and
its government; second, to his fellow-citizens as a body
or in a business, professional or community way; and
third, to his own home and to those to whom he bears
kinship or other intimate social relations.

First, in his relation to the state or government, the
citizen is governed almost entirely by well-defined laws
which are in the form of written statutes or ordinances.

In the second relation of citizen to citizen, the indi-
vidual is governed principally by contract, comity,
civility and rules governing business and personal con-
tact— that is, by usage and custom, with but little direct

The College a Quasi Public Corporation 41

interference from the state by written law or ordinance.
It is easy to perceive how his community or business or
professional life is apparently of vastly greater impor-
tance to the ordinary individual than his political or
civic relations to the commonwealth; although in one
sense the latter are at the very foundation of the former.
There is no law requiring a man to pay his debts by
bank checks nor to receive payments in that kind of
private currency. Yet ninety-five per cent of our ex-
changes are made by the privately agreed medium of
checks rather than by the publicly ordained coin or
bank or United States currency. Substantially all the
immense transactions of our commerce and daily busi-
ness affairs are within the realm of private contract,
with an appeal to the courts only in case of dispute. In
other words, in his business, professional or community
life the citizen is governed, so far as he is governed at
all, by custom or good manners, or by written or oral
contracts, which in turn are more likely to be affected
and governed by an enlightened public sentiment or
even by the newspapers than by any statute or written
ordinance.

In the third relation, that of the home and the per-
sonal friend, the citizen is substantially a law unto him-
self, unless riotous or other public misconduct passes
the limits set by the law and subjects him to its penal-
ties. This privacy of the home, with the right under its
own rules to govern its own inmates, is one of our most
ancient and cherished rights. Three hundred years
ago Sir Edward Coke held that "The house of everyone
is to him as his castle and fortress, as well for his de-

42 The Reorganization oj Our Colleges

fense against injury and violence as for his repose."
He had in mind the fact that within his own castle the
English lord was supreme, except in certain matters as
to which he owed fealty to his overlord. In other
words, the will of its head or of its older or stronger
members is the law of the home, so long as the public
peace or public rights are not infringed. In many re-
spects the written law, and even the constitution and
the bill of rights, halt at the door of the home and are
inapplicable within its portals; for many things are not
crimes when done within the seclusion of the home
which would be punishable as such if done in public.

Thus we see that the citizen of the state lives under
the threefold control (a) of the written statute or or-
dinance promulgated by the general or local govern-
ment; (b) of public sentiment, or usage or contract,
arranged between man and man; and (c) of the rules and
limitations of his own home, for which he himself is
mainly responsible. These various kinds of regula-
tions governing the conduct of the citizen belong to
different classes, with different powers and punish-
ments, acting upon different planes, and upon different
sides of the citizen's character and upon different
phases of his life, and through widely differing instru-
mentalities. He may be large minded or narrow
minded in his political or civic relations to the general
or local government, or in his business or professional
relations, or in his attitude toward his home and his
friends. He may be distinguished, or quite the con-
trary, in any one or more of these relations; but the fact
that the life of the ordinary breadwinner is lived upon

The College a Quasi Public Corporation 43

these three planes should be kept clearly before our
minds as we study the quasi college state and its
student citizens.

The statute law fills but a small part in the life of
the law-abiding citizen, who performs, as a matter of
course, most of his duties toward the state. The major
part of his time is divided between the community and
home planes of his life. Reform in the domain of the
state must be brought about by beneficent and wise
laws and a rigid enforcement of the written law, backed
by a public sentiment which compels all executive, ad-
ministrative, legislative and judicial forces to do their
duty. Reform in the sphere of the business or com-
munity life must be brought about by elevating public
sentiment and then enforcing it by common consent.
But reform within the home must come through the
dominant powers therein; that is, the parents or other
heads of the family, backed oftentimes by a consensus
of that particular local division of the social order, not
so broad as to be called public sentiment, that some
specific change is desirable. In other words reform
comes in each plane through the power which is domi-
nant therein — in the state through the statute law; in
the community through public consent or private agree-
ment; in the home through the heads thereof. But
through all these planes runs something corresponding
to an enlightened public sentiment.

Nor, in tracing the resemblance of the college to the
community, must we overlook the striking dissimilarity
among governmental corporations of the same class.
As nations of equal rank differ among themselves in

44 The Reorganization oj Our Colleges

constitutions, laws, customs and peoples, so our forty-
six sovereign states have constitutions, laws and cus-
toms which differ in many particulars; each county
within a state may make dissimilar rules for its citizens ;
each city within the county or state may be governed by
a charter and ordinances varying from those of a neigh-
boring city; each minor municipal subdivision has the
power to regulate its affairs so that in some respects they
will vary from that of any of its fellows ; and each home
is a law unto itself. This dissimilarity does not change
the essential similarity of the class in general structure,
purposes and powers, and yet must be carefully re-
garded in considering the individuals of the class.

We find this same startling dissimilarity between our
various colleges, universities and technical schools, in
rights, powers, charters, customs and internal govern-
ment and rule, but as striking a similarity in intent and
content. The great objects of the various institutions
remain substantially the same, but, like the various
states and other municipalities, each institution must
work out its own objects in its own way.

Hence in our reorganization of the college state,
community and home, we must proceed with a con-
stant appreciation that there are local differences which
must never be lost sight of, and an autonomy which is
important because it evinces and typifies the organic
life from which it has come. Our reorganization plan
must be broad enough to allow for the individual differ-
ences in the various institutions to which reference has
already been made, and to attain results notwith-
standing these differences.

The College a Quasi Public Corporation 45

A little further reflection will show us how complete
has been this change from the simplicity of the original
conception of the boarding-school college based upon the
home to the complexity of the modern quasi college state.

The earliest New England colleges were designed to
be the official theological seminaries of their respective
colonies. Harvard was founded because the colonists
dreaded "to leave an illiterate ministery to the churches
after our present ministers [who had been educated in
England] shall lie in the dust.'* !

In Connecticut the original thought was to found " a
college in which youth might be fitted for public service
in church and state"; but the church before the
state, and it was out of this thought that Yale sprang.
But the pupils in these colleges, so-called, were mere
boys of from twelve to seventeen years of age, and were
ruled by Puritan teachers who were considered solely
and only as in loco parentis? and as responsible for the
college home life and manners of the pupils and for the
small amount of the college community life.

The evolution from this first form has been a long but
complete one, until to-day we find that the students of
the college maintain to it, not the relation of children in
a home or school, but rather of citizens within a state,
and that such relation is threefold: (a) to the central
body or government as embodied in the financial, in-
structional, administrative and executive departments;
(b) to each other in the college community life; and (c)
to their intimates in their college homes. Moreover,

> "New England's First Fruits," p. i.

« " Individual Training in Our Colleges," Chap. I-IV.

46 The Reorganization oj Our Colleges

the same general classes of rules govern the citizens of
this little state or community as control the conduct
of the citizens of the ordinary municipal corporation,
(a) In their relations toward the college itself and its
government, the law is the charter and the written or-
dinances which, under the charter, the institution, by
its officers, faculty or board of control, may make to
regulate its property and affairs and the lives of its
students in their relation to it as a quasi state, and not
much farther, (b) The larger relation of student to
student in the college community life is that of citizen
to citizen, and is to be regulated, in most instances, not
so much by college ordinances — as in the earlier times,
when the student's every move was thus controlled—
but rather by college usages, agreements, customs and
good breeding. This portion of the college life must be
chiefly controlled by good and clean college conditions
and by an enlightened public sentiment which it is the
vital interest of the college to raise to the highest pos-
sible level. It should accomplish this not by legisla-
tion, except as a last resort, but rather by those influ-
ences which legitimately enlighten, elevate and enforce
public opinion, customs and contracts in business and
elsewhere. Certainly of all places in the world it ought
not to be difficult, without the use of rigid regulations,
to foster and maintain a lofty public sentiment and
atmosphere in an American college. Here, if any-
where, the consent of the governed ought to be sufficient
to put the relations of student to student — the college
community life — upon the highest moral, ethical and
refined level.

The College a Quasi Public Corporation 47

(c) So to-day, corresponding to the relation of the
citizen to his home, there are college homes which are
the "fortress and castle" of their inmates, which are
not to be stormed from without, but, like ordinary
homes, are to be chiefly controlled by the molding in-
fluences of those who are at the head of the castle and
fortress and manage its affairs, and whose word is the
law therein.

This similarity of the college state to other municipal
corporations is subject to one important qualification.
A large proportion of its citizens are legally minors, and
a still larger proportion are not yet self-supporting
breadwinners. Hence there are certain rights of
parents and guardians which call for a more or less
distinct recognition from the college, and which must
be reckoned with as we study our problem of reorganiza-
tion. But all this merely puts a higher and more per-
sonal responsibility upon the institution as to those
matters in which it is still regarded as in loco parentis;
a threefold responsibility, to the state, the parents and
the students themselves. This lingering remnant of
the past does not make the similarity of the college to
the municipality less striking; for the state and muni-
cipal governments have assumed and are carrying out
the training of their own youth, and for this purpose,
as to more than half our students, the state universities
are the direct agents of the commonwealth. Further-
more, every college is directly dependent, for students,
upon the public schools, and demands that the public-
school curriculum shall be articulated with its own, as
will be more fully shown.

48 The Reorganization oj Our Colleges

At this point I call attention again to the words
"college" and "college life" as used herein. They are
intended to apply to the students of all institutions-
no matter what their position in the higher educational
scale — whose student lives are wholly or principally
spent in college homes or within the influence of a
college community which affects them as citizens there-
in. Of course I do not imply that the college has
not still the power as a sovereign corporation, subject
only to a limited control by the legislature and courts,
to make written ordinances which shall, necessarily or
unnecessarily, wisely or unwisely, attempt to control
the relations of student to student, or the internal
affairs of the college homes, and which must be obeyed
or evaded if the student is to remain within the juris-
diction of the college state. Historically the college has
always had and exercised this power, and certainly it
has never, as a matter of law, lost these rights. But
social and educational conditions have so far changed
that the ill-advised use of such an obsolete power by
the college will be the same as in the ordinary com-
munity where an unwise law or ordinance will either
be repealed or become a dead letter; and in either
event the prestige of the government and of all law
suffers.

If, following the rule of the times, there has been this
complete evolution and revolution in the nature of our
colleges, it is manifestly ill advised for them to attempt
to govern their student citizens, in the planes of their
community life or college home, by college legislation
or ordinances, as was done in the seventeenth and

The College a Quasi Public Corporation 49

eighteenth centuries. Such laws in regard to these
personal matters were frequently evaded then, and
must become practically dead letters under modern
conditions. Our colleges have largely abandoned all
attempts to enforce these obsolete provisions, but have
failed to substitute any suitable modern agencies to
accomplish the same desirable ends, and hence the con-
ditions of the student life have too frequently become
chaotic, unless student agencies have provided some-
thing to take the place of the ancient ordinances.

Furthermore, if our colleges have come to partake of
the nature of the ordinary state or community, then (a)
the principles of their government and internal rela-
tions are to be found, not in ancient boarding-school
college methods, but in a new form of civics, political
economy and administration, especially applicable to
this new form of political entity, (b) If we would study
the college community life and the relations therein
of the students to each other, let us go directly to the
highest forms of the rules and customs which govern
the relations of man to man in modern business or pro-
fessional life or in society, (c) If we would know more
of the college home and its power for good or evil upon
the functions of the college, and in the college com-
munity life and in the lives of its own inmates, let us
study the ordinary homes from which our students
come, and be assured that in the best thereof we shall
find the pattern for the highest form of the college home.

If, then, the American college has in recent years
become a quasi state or community, this is another
potent reason for an organic and intelligent reorganiza-

50 The Reorganization o] Our Colleges

tion of the whole college economy and methods along
these new lines; for a revamping of many of our no-
tions about the college and its government; and for
examining still more closely the true nature of the
college community life and of the college home, and
their vital bearing upon the college itself and its good
name and future, and upon each and all of its other
departments, and upon the individual training and
work in after life of each and every undergraduate.

But, as in the life of the ordinary breadwinner, re-
forms must be brought about in a philosophical way in
the various planes of that life, so, in the life of the
student, constant and intelligent pressure must be
brought to bear upon and through the forces dominant
in the field where the evils exist, and this has been the
course of all true progress so far made in the colleges.

Every endeavor to bring about student government
has been an unconscious step in the working out of
this ideal of the college state and the tendencies in that
direction are constantly growing broader and stronger.
Every fraternity home built by the alumni at the so-
licitation of the undergraduates has been an uncon-
scious demonstration that powerful forces were working
within the college state and community toward the
realization of the college home. The fact that there are
now more college students rooming in the homes pro-
vided by the fraternities than in the college dormitories
shows how powerful has been this force which the stu-
dents themselves have brought to bear toward a reor-
ganization of the college economy.

CHAPTER VI

THE RELATION OF THE COLLEGE TO THE COMMON-
WEALTH

BUT we have yet to consider the new relations which,
because of changed powers and conditions, the college
and the university bear to the commonwealth itself.
When this country was a vast wilderness, and its chief
products were those of the forest and the sea, and
government was largely by English proconsuls, and the
chief use of learning was to attempt to apply Old Testa-
ment texts to New England ecclesiastical politics, a
college education was a luxury rather than a necessity;
a setting of occasional individuals above and apart from
their fellows, rather than a preparation for work with
and among their fellows who had themselves received
a good education in the public high schools. We must
keep constantly before us the fact that in the earlier
days the college course was designed to train controver-
sialists in an age of scriptural controversy. We have
absolutely no use for such scholars to-day. They would
be laughed to scorn. In fact, a theological library of
even forty years ago is now practically valueless except
as a curiosity. It is but little more than thirty years
since one of the foremost of our New England college
presidents annually delivered an hour's lecture to his
senior class as to whether or not the Tabernacle built

5'

52 The Reorganization of Our Colleges

by Moses had a ridge pole; and I am ashamed to admit
that I cannot remember to which side he gaye the de-
cision. Moreover, in the earlier days, a college educa-
tion had a tendency to build up an aristocracy in colo-
nies which still clung to the aristocratic ideas which they
brought from their mother countries, and which were
being constantly recruited therefrom. * There was noth-
ing in the least resembling our modern system of uni-
versal and compulsory graded primary, secondary and
high-school education.

But the present is increasingly an age of scientific
accuracy and detail, of specialization and differentia-
tion. New and startling questions are arising in the
domain of the state itself, as well as in the arts, sciences
and professions, and in business and commerce. These
questions are political, ethical, sociological, economic,
and but rarely religious. They strike at those founda-
tions of society which, at least in this country, we had
thought were fixed forever. These issues arise in con-
nection with the greatest problem of race assimilation
which the world has ever seen or is likely to see. While
our growth has been phenomenal, it has raised up ex-
ternal competitors and engendered internal conflicts
which require the nation and each of its component
parts to muster all their forces — and the greatest and
most promising of these is education, universal, com-
pulsory, free, and constantly broader and higher.

It follows, therefore, that the evolution of our col-
leges into corporations exercising some of the functions
of the state is no more accidental than the growth of the

» "Individual Training in Our Colleges," Chap. III.

K.X

Relation o] College to Commonwealth 53

quasi turnpike railroads into vast corporations to which,
through their franchises, the state has now turned over
so many of its own functions. These latter corpora-
tions have received their present rights and powers not
because they were railroads, but rather because modern
conditions demanded that in some manner there should
be provided the transportation facilities which we now
have. It was felt that the state was not fitted to fur-
nish these accommodations, and hence by the consent of
its citizens it freely conferred upon the railroad corpora-
tions the rights which would enable them to do what the
state does in other countries. But the conferring of
public functions upon a corporation necessarily implies
that that corporation may and should, to a correspond-
ing extent, be held accountable to the public for the
proper use of the powers so conferred. Gradually and
almost imperceptibly the railroads have been the re-
cipients of valuable franchises and rights from the
state, and we are now beginning to appreciate that the
state can and should demand adequate and proper re-
turns from the corporations which it has so splendidly
endowed.

In the same manner, and as imperceptibly, the col-
leges and universities have become the official or un-
official capstones of a vast system of public primary,
secondary and high-school instruction, upon which this
country is now spending over $300,000,000 annually,
with an annual increase of about $30,000,000, and
which represents a past investment of billions of dollars.

It is a very recent policy that the state itself should
provide and enforce a compulsory and universal educa-

54 The Reorganization o] Our Colleges

tion in book learning; going, if necessary, so far as to
set up truant schools and to punish the parents of truant
children. We have reversed the earlier notion that
book learning, and especially the higher education, were
matters for the home or the church. Hence the col-
leges have become an important factor in a new educa-
tional system which has its mainspring in the common-
wealth rather than in the family or the church. In the
older times the individual or his parents or his church
determined whether he should have an opportunity for
book learning. Now he is born into a state policy of
universal education which is as fundamental as the
form of government. The main object of this system
of universal and compulsory education by the state is
to train for an enlightened citizenship under a system
of universal and almost compulsory suffrage. Under
these conditions, and as in the case of the railroads and
other public-service corporations, the public has felt
that the colleges were better fitted than the state to
exercise many of its educational functions. Hence the
policy has been deliberately adopted and generously
carried out of endowing these outside agencies — often
survivors from the time when there was no compulsory
education — to exercise what are now in a strict sense
public functions. Especially at the East we are apt to
think of our great system of higher learning as a mat-
ter of private corporations and rights, without stop-
ping to consider how the private colleges have become,
every one of them, quasi public corporations — and in
a sense public-service corporations — directly owing im-
portant duties to the state which has conferred such

Relation of College to Commonwealth 55

immense powers and benefits upon them, with the
understanding, express or implied, that they shall
recognize and freely perform their reciprocal obliga-
tions to the state.

State aid implies the right of the state to call for an
adequate return at the proper time and in the proper
way; and every college has had state aid, if only in the
way of relief from taxation. Furthermore, the whole
public-school system supported by the state is modeled
so as to connect with and feed the colleges, private as
well as public. For this aid the colleges owe a cor-
responding obligation to the commonwealth which they
must freely recognize and conscientiously perform. At
least ninety per cent of the students of the Eastern
colleges and probably ninety-five per cent of those of
the Western colleges have received the whole or the
major part of their preliminary education in the public
schools. Prior to the nineteenth century these pro-
portions were about reversed. The student body of
even the privately endowed Eastern colleges would be
practically wiped out and not ten per cent would re-
main if the undergraduates educated at the expense of
the state were withdrawn. The colleges demand, and
the state docilely agrees, that the $300,000,000 of an-
nual outlay upon the public schools shall be so ex-
pended as to deliver at the doors of the colleges the
pick of the state's yearly crop of future citizens.

But the duty of the college to the state in regard to
this wealth of future citizen material thus delivered,
without expense, is not even confined to the state which
has conferred the college charter. For example, Amherst

56 The Reorganization oj Our Colleges

and Williams each have more students from New York
State — and hence who were fitted mostly in New York
schools — than from Massachusetts; and a very large
majority of their students come from other states than
Massachusetts. Hence these colleges are, to this ex-
tent, the capstones of the systems of the public education
of states other than Massachusetts which incorporated
them and to whose laws they are directly amenable. In
1908-9 only 147 out of 523, or twenty-eight per cent, of
the students of Amherst came from Massachusetts
homes, while 168, or thirty-two per cent, came from New
York homes. Therefore, in a limited sense, Amherst
College is not so much a private and privately endowed
college under the laws of Massachusetts as she is a
public servant and a link in the public-school system of
New York and other states, each of which by law
recognizes an Amherst College diploma as on a par with
the diplomas of their own colleges. Yet New York
does not recognize a license to practice medicine or law
in Massachusetts as entitling its holder to practice in
New York, although she fully recognizes the degrees of
the colleges of Massachusetts as on a par with those of
New York colleges. Hence we see that a college degree
has a general recognition, while a professional license
has not, unless with a further and local examination
and qualification. Except as to direct gfants of public
funds the denominational colleges are under as great
obligations to the state as any other institutions of
higher learning. Imagine the plight of any college
which could not draw a single pupil who had been at
any time taught in the public schools. Hence even the

Relation oj College to Commonwealth 57

private colleges rest directly upon the public-school
system and are thus public servants.

The wonderful liberality of our nation to our schools,
colleges and universities is a matter of amazement to
the peoples of Europe. About a year ago a native born
Hungarian wrote to some home newspapers stating
that the total expenditures in the United States for
educational purposes for the year 1903-4 had been
$344,216,227. The story was received with utter in-
credulity, and the suggestion was made, editorially,
that the decimal mark had been inadvertently moved
one point to the right; that the true figures should have
been $34,421,622; and that even this was a case of
Yankee bragging and exaggeration. The correspond-
ent's father, who was himself a minister of the govern-
ment, wrote a warning against making such ridic-
ulous mistakes. For vindication it became necessary to
send over the official reports of the United States De-
partment of Education to show that not only were
the figures correctly given for 1903-4, but that in
1904-5 the outlay was $376,996,472, and in 1905-6,
$399,688,910.

These enormous expenditures, chiefly from the public
moneys, are cheerfully made because the nation and all
its parts realize that there must be provided the widest
and best training and education for citizenship — a train-
ing and education that shall be practically universal,
and which assuredly ought to be applicable and effect-
ive in all of the planes of the personal life of every future
citizen of the state. Hence we find that the public-
school training and education aim not only to teach the

58 The Reorganization oj Our Colleges

three R's and other book learning, but also to give
manual and domestic science and physiological training
which shall enable the pupils to become better bread-
winners, husbands, wives and parents.

We are apt to think that we do not draw the line of
state control closely enough upon our railroads, and
sufficiently force them to realize and perform their
duties as public servants. At the same time we quite
overlook how much the colleges owe to the state, and
how, more than ever before, they fall short when they
fail to do everything in their power to fulfill the pre-
eminent duties which they owe to the state and which
they alone can perform for it; since to them alone have
been granted the exclusive rights and enormous sub-
sidies which have been conferred upon our institutions
of higher learning. This change in the duties and
functions of the colleges and universities must be taken
into full account in our reorganization, for we must
recognize more fully than ever before the duties which
the colleges, private and public, now owe to the public
and to the state, entirely apart from and almost above
the duties which they owe to their own undergraduates,
alumni, faculty or denominations. As we proceed we
shall see how the colleges would fare if they were under
the same governmental rule as their fellow public ser-
vants, the railroads, and what kind of showing they
would make under rules similar to those of the Inter-
state Commerce Commission.

The college is, in its relation to the commonwealth, a
quasi city, but it is "a city set on a hill that cannot be
hid." It should be a pattern to its sister municipalities

Relation of College to Commonwealth 59

in the fairness and administration of its laws, in the
cleanness of its public sentiment, and in the uplifting
qualities of its home life. It must not be pointing out
to its students the motes in the eye of the ordinary
municipality when there are beams in its own eye.

It is not merely a pedagogical matter if the college
authorities, through their blindness and lack of admin-
istration, have often allowed the college atmosphere to
become debased and the college home life to be brought
to a low level. This is a question of the highest moment
to the commonwealth and its homes, its parents and its
citizens. As a business proposition and as a matter of
justice and right, there must be a complete change,
quite regardless, if need be, of the personal feelings of
the men who are responsible for such a reprehensible
state of affairs — whether their sins be those of omission
or commission, whether their fault arises from not doing
themselves or from failing to call upon those, outside
their own ranks, who could at least have kept college
affairs at their former high level.

Possibly, in a sense, the decadence in college con-
ditions has not been due altogether to the pedagogues,
but in large part to the commonwealth, and to its homes,
its parents and its citizens. For college teachers and
students are, and must to a great degree continue to be,
the products of the commonwealth and its homes, its
parents and its citizens. We shall be constantly and
increasingly impressed, as we proceed, with the feel-
ing that the great reform in the colleges must indeed
come from the outside and not by mere reliance
upon the college instructors; yet that the leadership

60 The Reorganization oj Our Colleges

in that great reform must come from the colleges them-
selves.

Hence as we analyze the colleges and their short-
comings, and plead for a reorganization along business
lines and upon business principles, and for a college
education and training for citizenship, let us not think
that we are dealing solely with private vested rights
which must be considered sacred; but rather that we
are demanding that our most important public ser-
vants— which have been endowed with great privileges,
and which have received immense sums from the public
funds, and in partial aid of which the country annually
spends $300,000,000 — shall be held to the strictest ac-
countability to the state, and to the humblest home,
parent and citizen therein that may be adversely
affected by any unnecessary evils in such high places.
The best possible reorganization, upon the best possible
business basis, and if necessary with extensive state
aid, is not a whit too much to ask of our colleges,
especially as that is what they themselves should be
clamoring for. The true and close relations of the
colleges to the state and the public will constantly
recur as we proceed in our discussion.

CHAPTER VII

THE STUDENT LIFE DEPARTMENT AND THE COLLEGE
COMMUNITY LIFE

WE have seen that there are three planes in the life
of the ordinary citizen and breadwinner, viz.: his
duties to the state, to his community, business or pro-
fessional circle, and to his home and personal friends;
and that, in a similar manner, the undergraduate sus-
tains a threefold relation to his college state, community
and home; and that the two last-named relations are
comprehended in the student life department which
comprises at least ninety per cent of the student's time.
We must consider now the student life department as
a whole and the college community life in particular,
and what should be their position and treatment in the
reorganized college. The college home life will be dis-
cussed in later chapters.

This great department of the college, the student
life, was not well differentiated in the early days, but
has now become almost, if not quite, the controlling
part of college life. At first the young boys, who
usually graduated from college at seventeen or eighteen,
were constantly under the watchful guard of president,
professors and tutors. They were subject to flogging,
and in the freshman year to fagging by all the upper
classmen, bachelors, masters, tutors, professors and

61

62 The Reorganization oj Our Colleges

president, under elaborate Freshman Servitude rules.
The pupils studied, recited, ate and slept in the same
building, under the closest guard of their tutors, who
were hard-headed and hard-handed Puritans, who be-
lieved in original sin, and who lived in an age in which
the statute law provided that a child that smote or
cursed its parents might be put to death. This watch
and guard continued from 5.15 A.M. in summer and
from 6.30 A.M. in winter, through to a compulsory and
early bedtime, with four short "playtimes," aggre-
gating four and one-half hours in length, during which
"the schollar" might "be absent from his studies or
appointed exercises." Out of these playtimes must
come some of the meals and, for the freshmen, fagging.
During all the rest of the day, and after sundown on
Saturday and on all of the Sabbath, the boys must be
in their rooms or at college exercises. With no money,
time or facilities for getting away from the college town,
it is not wonderful that everyone came to consider the
college course as a homogeneous thing, directly under
the eye of a superior, intended to teach good manners
and personal habits quite as much as the few easy
lessons, for which often there were no text-books. The
college life was lived in constant and close touch with
the teacher, who knew every move of the pupil, unless
the latter outwitted him. Under such circumstances
there could be but little difference between the college
community life and that of the college home. It was
all a part of "college," which was considered as a tem-
porary substitute for the parents' home, with all the re-
strictions that there prevailed, but with some special

The Student Lije Department 63

advantages in the way of education. It was this con-
ception of the college which prompted the Massachu-
setts legislature to confer upon the Harvard faculty the
express authority to inflict corporal punishment upon
their students.1

Thus the faculty, under the direct provision of the
statute law, was put in the place of the parent in one of
the most characteristic functions of the home, that of
the personal chastisement of the young. As the college
was avowedly based upon the home, there could be no
such differentiation of the different phases of under-
graduate life as exists in the quasi college state of to-day.

But we have never quite outlived this early notion of
the American college. We sorrow for the old restraints
upon the personal conduct of the students, but fail to
study modern social and business conditions and evolve
a modern method for accomplishing the same result.
This failure has been one result of the utter omission
of our colleges to organize a separate administrative
department.

Unfortunately, we still think of "college life" as a
comparatively simple and homogeneous affair like that
of the small boarding-school colleges of the ecclesias-
tical period, where every effort was used to make the
boys professing Christians, and, if possible, ministers
of the gospel. Often nothing could now be further
from the truth. The life of the average well-to-do or
wealthy student is not one of laziness or idleness, any
more than in the older days, but rather a round of un-
controlled outside activities and temptations, of dis-

1 " Individual Training in Our Colleges," p. 8.

64 The Reorganization oj Our Colleges

tractions away from higher intellectual, moral or re-
ligious things and often of lapses into evil ways. The
college problem is still and must continue to be the
problem of adolescents. So far as this comprehends
the problems, mental, moral and physical, of a recog-
nized life period it is true that the problem does not
change. But so far as it deals with constantly shifting
social, educational and other elements, the problem
presents as constantly shifting phases, which must be
as constantly anticipated and met with consummate
wisdom.

In one small college, the president recently estimated
that the recognized student activities outside of the
regular curriculum, and including sports, music,
dramatics, etc., were at least twenty-seven in number.
It is not surprising that the dean of another college has
recommended "a lightening of nonacademic demands
upon the students." There is a place for these outside
activities which legitimately go far toward making a
college education a training for efficient citizenship.

Some of these outside activities belong, in the main,
to the college community life, like the teams, crews,
glee clubs, and other bodies which are presumed to
represent the best that there is in the college in those
lines; and some are social and properly confined to
small groups of congenial spirits. In some lines of out-
side activities the distinction between the college com-
munity and the home is easily seen, and in others it is
not. The chief point to be remembered here is that
the college community and home lives play as important
a part as ever in molding the character of the future

The Student Life Department 65

problem solver and citizen, but must be approached
from a different angle and in a different spirit than in
the earlier days.

Now, as ever, the growth of tHe citizen is from his
childhood in the home to his introduction into the
business or community life, and thereafter into his
political or civic life. He goes into business when he is
from sixteen to twenty-five, but he does not often hold
political office before he is thirty. These transitions
are usually gradual and halting. The college age is
likewise the age recognized as that in which a non-
collegian is to take his first lessons in his trade or
business, and form the habits which must govern his
community or business life. We should recognize, there-
fore, that these college years constitute a life period, a
character-forming time, in which especially the com-
munity life elements of the character of the future
breadwinner are molded and largely set. This has
always been so and must always be so, unless the race
changes. Herein lies the great importance of the
student life as distinguished from the pedagogical part
of the college; for the embryo citizen and breadwinner
may be more in need of training and growth in his com-
munity or social or home life than upon his strictly
intellectual side.

The college community interests are those which are
recognized as affecting the institution or the student
body as a whole; while the college home interests are
social in their nature and affect only individuals or
small groups of students.

We find that the student life, or the ninety per cent

66 The Reorganization o] Our Colleges

of his time outside of recitations, comprises that por-
tion of the undergraduate's life in which he must do his
studying, and get his food, rest, recreation and exer-
cise, and is spent partly in the larger college atmosphere
and activities which environ all within the institution,
and partly in his closer association with his chosen
comrades in his college home. Many feel that this
ninety per cent is the really important part of a college
education; that it is not his scholastic attainments, but
his contact with his fellow-students in college and so-
cial activities, which will make him a power in future
years. No doubt this ninety per cent contributes much
of that indefinite something which makes an all-around
man of the college graduate, and surely we should make
every effort to lift it to the highest possible plane. This
is because some men need the broadening of the college
community or the polishing of the college home. But
as reorganizes we must constantly hold in mind that
most of the impurities and vices of college come from
the student life rather than from personal contact with
the instructors; and, therefore, that if we would put
down these evils and improve physical, mental, moral
and religious conditions we must do so chiefly in the
great department of the student life, where these evils
have their source and strength, and where, if anywhere,
they must be overcome.

Christ devotes over ninety per cent of His parable of
the Sower and the Seed — not to either the sower or the
seed — but to the soil into which the seed fell and to the
relative failure of the harvest. He took for granted
the goodness of the seed and the human frailty of the

The Student Lije Department 67

sower, but treated the ground as the variable yet reme-
diable factor in the parable problem. In our colleges
the seed typifies the slight contact of the student with
his instructors — little else nowadays; the sower typi-
fies the administration — what little there is of it — the
agency which brings together the seed and the soil, the
instructor and the pupil; while the student life largely
determines whether the soil into which the seed falls
shall be that by the wayside, or stony, or thorny, or be
good ground. We, too, may safely assume the goodness
of the seed, and the earnestness and devotion — but not
the infallibility — of the sowers; and also that the average
results of the harvest are relatively very poor; chiefly
because we have forgotten the lesson of the parable, and
have given most of our time and thought to the seed,
and but little to the sowers ; while we have neglected to
properly prepare the hearts and minds of our students
by influences which act upon them after the seed is sown,
or, in other words, when they are not in the presence of
their instructors. It is with the mental, moral and re-
ligious preparation of the ground that we are concerned
when we study the student life department.

The interest of the reorganized college in the college
community life and in the home life of its pupils will be
both direct and indirect. Direct as to that part of their
time in which they must study and prepare for their
recitations and other work with their professors; and
indirect, that no part of their time shall be so spent as
to unfit them to get the most, present and future, out of
the opportunities which the college offers, or so as to
affect her good name and fame in the present or future,

68 The Reorganization oj Our Colleges

or so that either college or pupil shall be derelict in
their duties to the state.

The vital importance of the student life department
is seen in the following extract from a letter of the dean
of one of the larger Western universities, a graduate of
an important Eastern college:

" I have also noted with great sorrow that in our Western
institutions the evils of modern student life are even more
sharply marked than they are in the East. The lack of the
conservative element, the presence of a less highly organized
society, the want of family prejudices to maintain old con-
ditions, have all led to more extreme participation in mod-
ern changes than the Eastern colleges have experienced. I
know of no place where so much fine material coming from
the country and small towns has been ruined by a single half
year of idleness and extravagance. The worst elements of
city, social and fraternity life seem to be those most eagerly
grasped after and most incessantly followed."

But surely, you say, the faculty knows all about this
student life department in its dual relation to the
undergraduate, and it has been the subject of their
careful study for years. Strange to say quite the op-
posite of this is true. Not only have the faculty not
studied intelligently this plane of the college, but ap-
parently they have not even fully recognized its existence
or realized its tremendous bearing upon the results of
their own work.

They have been too content to study and to dis-
course and write upon constitutional history and the
political economy and affairs of the state and the city,
but they have not analyzed the like conditions prevail-
ing within their own walls, which palsied their own
best efforts and too often proved a curse to some of

The Student Llje Department 69

their brightest and most prominent students. Often-
times they have not relaxed their efforts to work re-
forms in what they were pleased to call the college,
when they should have known that they were trying to
deal with the evils of a single department of the college.
The pedagogical department would not have exhibited
this fatal blindness if a proper and separate administra-
tive department had been at work on the problems
which belonged to it rather than to any other depart-
ment of the college.

Now that nearly forty per cent of our entire popula-
tion is in our cities, and an even greater proportion of
our college students come from our urban population,
we must expect an increasing predominance of city
habits and manners, even in country colleges. This
dwelling in cities means, among other things, that one's
community or business life is touched by a large num-
ber, but that it is neither usual nor polite to meddle in a
fellow-citizen's home. This distinction is well marked
in our colleges, especially in the larger urban institu-
tions, and those without dormitories, and has been
increasingly emphasized by the growth of clubs and
fraternity houses. Nearness no longer implies neigh-
borliness, even in college. Often students do not know
the names or faces of many of their own classmates, for
they do not meet them in class room or chapel, and
merely pass them in the street or on the campus, or sit
with them on the cheering benches. They ask that the
privacy of their own college home life shall be respected,
and they reciprocate by caring to know nothing of their
fellows' home life.

70 The Reorganization of Our Colleges

In this, also, there is a complete change from the
earlier times. If there was then anything that his
classmates did not know of a fellow-student's private
affairs, it was because of his secretiveness ; but now it is
because it is recognized that, under college good man-
ners, it is none of the other fellow's business. Every
year this view of the privacy of the college home be-
comes better established in student circles, especially
where the fraternities are strongest. The distinction
between a man's college community life and his college
home life is more and more marked each year, and this
must come to be fully recognized by the college itself,
which must appreciate that undergraduates are no
longer schoolboys, to be governed accordingly, but are
adult citizens of the college community, and are to be
treated accordingly. There is now often a tacit tolera-
tion of many things in college which would have been
impossible in earlier days. This is because there is no
recognized and modern way of meeting the evils of this
plane of the student's life.

If this citizenship, with its different aspects and
rights, had heretofore been properly recognized and
studied by the colleges, they would long ago have seen
that it was necessary to preserve a clean and sane
college public sentiment if they would have clean and
sane student lives or homes, and that when they lowered
the general college sentiment they were guilty of a
crime of the same nature as those who make grafting,
or other civic wrongdoing, common, profitable and in
a sense respectable. Yet that is just what the colleges
themselves, in their haste for advertising and growth in

The Student Life Department 71

numbers and wealth, have done too often in their inter-
collegiate athletics and in some other departments.1

Yet this is no more surprising than the contem-
poraneous lowering of scholarship standards in our
colleges, so that they have actually put a premium on
poor work.2

Furthermore, we can see what have been the lower-
ing but to-be-expected influences of this greedy and
vicious policy upon the college home life. We rec-
ognize the powerful and direct influence of the
state and community, and of public sentiment and
custom upon the home, and especially upon the youth
therein.

We also appreciate that men usually go wrong either
in their community or home lives and not often in their
direct relations to the state itself. Some men who are
exemplary in their homes go wrong in their business
lives, while others who are upright in business do
grievous wrong in their home lives.

It is from this point of view that we can best under-
stand how, in the broad sense of the words, a man may
be an " undesirable citizen." He may be undesirable
because he breaks (a) the written law of the state and
becomes amenable to its penalties; or (6) the unwritten
law, or the contractual regulations, or the spirit of good
faith and comity of his business or profession or com-
munity; or (c) the moral or social law, in any of their
phases, of his home or circle; or because he breaks the
law in any two or more of these planes of his life. He

> " Individual Training in Our Colleges," Chap. XXIII.
2 Ibid., Chap. XXV.

72 The Reorganization oj Our Colleges

may be undesirable — and extremely so — because, while
he himself strictly observes the letter of the law, he con-
stantly and designedly breaks its intent; or because he
teaches or induces others to break the law, or shows
them how they may do so, or so conducts himself as
to bring the law into disrepute. He may hold high
political office in the commonwealth, yet so use or mis-
use that office, or neglect his opportunities therein, as
to bring the law itself into disrepute and degrade the
office, and hence be an undesirable citizen in his civic
or political life. He may hold high office in a great
and influential monied institution which guards and con-
trols the fortunes and savings of thousands, and yet be
essentially dishonest, dishonorable and overreaching,
and hence an undesirable citizen in his community,
business or professional life. He may hold high office
in the church and exercise its chief functions, and lead
an exemplary life, so far as outward appearances and
the observances of the church are concerned, and yet
be bigoted, uncharitable, cruel and hypocritical in his
personal life; or he may break the spirit of the laws of
the state or community or church while he observes the
letter, and hence be an undesirable citizen. Judged by
this standard, there are but few men who are not un-
desirable or imperfect citizens in some manner and to
some degree, either in their acts of omission or com-
mission and in some one or more planes of their lives.
At this point we can understand the full meaning of the
injunction, "Judge not [any man in any particular
plane of his life] that ye be not judged [in that or some
other plane of your own life]. For with what judg-

The Student Lije Department 73

ment ye judge [another, in any plane of his life, with
that judgment] ye shall be judged [in the plane of your
life wherein ye are weak and errant]."

Here also we see the full scope of the duty of the
college in training for citizenship each embryo citizen
who has been intrusted to its care. That duty in its
highest sense is to train, develop and make strong every
element of desirable citizenship of which each under-
graduate, as an individual, is capable, and to minimize
or prevent the growth of every feature of his life which
is likely to make him an undesirable citizen in any
plane of his life in his future years. Anything short of
this is pro tanto a failure, alike in ideals and results,
upon the part of the institution itself and of its course.
It is in this large sense that the term " training for citi-
zenship" is used in this book.

The reorganized college will clearly recognize the
direct and all-powerful influence of the college state
and of the college sentiment and atmosphere upon the
college homes and their inmates, and thus upon the
pedagogical results; and it will do all in its power to
foster those influences which will improve that atmos-
phere, and to counteract those which will vitiate it. In-
deed it has been well said that a university is not a
school but an atmosphere.

Hence the reorganized college will perceive that its
college community atmosphere has a great and domi-
nating place in its economy ; that it must be reckoned with
if a perfect college reorganization is to be brought about;
and that it must never be left out of future calculations;
but that the college must attempt to regain at once, but

74 The Reorganization of Our Colleges

wisely, the ground which it has lost in this regard during
the last forty years.

This college atmosphere is a delicate yet complex
thing, and not exactly alike in any two institutions. It
affects and is affected by the most diverse interests — by
those of the locality in which it is situated, and of the
state which supplies its funds in whole or in part, and
of whose public-school system it may be the capstone;
by the influences which its students bring from pre-
paratory or other fitting schools or from their parents'
homes; by the customs and ideals of rival institutions,
as well as by those which have crystallized out of the
college lives of generations of its own students; by the
standards of its own faculty and of its own constituent
college homes. At the same time it has its reflex action
upon each of the elements which so strongly affect it.
Is it too much to say that in our recent history the
student life department and its relation to the whole
subject of college education have not been intelligently
examined and studied, and that this is another great
reason why we must now have a radical reorganization,
which shall recognize, coordinate and correlate this
fundamental department?

CHAPTER VIII

THE COLLEGE COMMUNITY LIFE— -Continued

THE college community life forces itself upon our
attention largely in connection with student govern-
ment, and in intercollegiate contests which are usually
in athletics; and these two phases of this subject de-
mand careful thought.

As a matter of fact, the real government of college
affairs in most of our large institutions is by the stu-
dents themselves, no matter how the faculty imagine
that they still wield the power.

The college owes it to the commonwealth, to itself
and to its undergraduates that, so far as possible, the
students shall be trained for future citizenship through
participation in the government of the college state.
Yet one college dean writes:

" Student government implies the possession of mature
judgment or control of reason more than most persons of
college age possess. At that time of life all are more easily
moved by impulse and immediate advantage. Experience
alone teaches men to seek an ultimate effect in preference
to a near-by vantage. The college life is in this respect a
time of transition, often of revolution in attitude and action."

It seems to me that this is the wrong point from which
to view this subject. The college should be seeking
ways in which to perform to the utmost its funda-

75

76 The Reorganization oj Our Colleges

mental duty to train its citizens to perform fully and
wisely their future duties as citizens of the greater
state. Far better an honest and intelligent endeavor to
train wisely its student citizens for future citizenship
than the plea that they are still schoolboys incapable of
self-government and to be governed by ancient college
methods. But as a matter of fact real student govern-
ment has usually been successful and is bound to be
in most cases where it has a fair trial. It will be suc-
cessful because it is the philosophically correct way of
governing a modern college state.

Apparently student government has not been tried
with the distinct and avowed purpose of fulfilling the
institution's own duty of training its students for citi-
zenship and of giving them some idea of their future
civic and political duties. Instead of treating student
government as something to be encouraged and en-
larged, it has been regarded as a doubtful and danger-
ous substitute for the earlier faculty control of disci-
pline, to be handled gingerly and grudgingly. Instead
of making it an affirmative education, it has been
treated as a negative concession wrung from a half-
hearted faculty, who still cling to the idea that they are
schoolmasters not mentors, and that discipline cannot
be maintained except by some survival of the Puritanic
college methods. Thus do the faculty detract from the
dignity of their own standing, and prefer to remain
proctors rather than be, in the highest and best sense,
instructors; and thus does pedagogic control prevent
the college from fully performing one great duty which
it owes to the commonwealth.

The College Community Life 77

There are many representative men in every college
class who are fully qualified to bear the responsibility of
a proper system of student government, and to be the
better citizens in the future because of the load which
they carried as students. Indeed, one of the striking
things about modern college life is the amount of busi-
ness, civic and financial responsibility, of one kind and
another, which rests upon various students as managers,
captains or otherwise, in connection with student
activities. As a rule, these men, who are held directly
accountable to their fellows and peers, do remarkably
well and get much experience and knowledge which is
valuable in their future touch with larger affairs. It
also strikes a candid observer from the student stand-
point that student government could not have much
worse results than those which are laid herein, and in
many other books upon the college, at the door of
faculty government.

In fact, faculty — not administrative or executive-
management of the student life is almost as unphilo-
sophical, and as detrimental to training for citizenship,
as is student management of the instruction, an ex-
ample of which can be found in unrestrained electives,
against which an increasing cry is going up. This was
to be expected, because a system of unregulated elec-
tives is merely a means of turning over the pedagogical
branch to the control of the individual student.

At the beginning of the academic year of 1908-9,
Columbia put into effect a Constitution of the Board of
Student Representatives, approved by the University
Council, April 21, 1908, a copy of which is given in

78 The Reorganization oj Our Colleges

Appendix No. III. It is negative rather than affirma-
tive, preventive rather than formative, but it is a step
in the right direction.

Likewise student honor ought to be a subject of
student rather than of faculty regulation. The rules
given below have been in force in Amherst College for
several years, and have been successful because they
have been backed by student sentiment, and they have
reacted upon and improved every part of the college
life. In all the cases where sentence under the honor
system has been passed against fraternity members at
Amherst, it has been anticipated or followed by sus-
pension or expulsion by the student's own fraternity.
But it is interesting to note that in one instance where
such a member had been suspended by the local
chapter he was, against the protest of the chapter, re-
stored to membership by the general convention of the
fraternity, which could not appreciate how cheating
had come to be regarded at Amherst after it had been
put under student control.

ARTICLE I

SECTION i. The honor system in examinations is defined
as that system under which, after the examination is set by
the faculty, no faculty surveillance is exercised, and under
which the student body, through a committee, control in-
vestigations concerning dishonesty in examinations.

SEC. 2. The instructor may be present for a few mo-
ments at the opening of the examination to answer any
question that may arise.

SEC. 3. During examinations each student shall have
perfect freedom of action and conversation, provided he does
not interfere with the work of others.

The College Community Lije 79

ARTICLE II

SEC. i. Each student must, in order to make his exam-
ination valid, sign the following declaration: "I pledge my
honor that I have neither given nor received aid in this ex-
amination." A similar statement may be required in case
of a written examination, essay or oration, but in case of no
other work.

SEC. 2. Violations of the honor system shall consist in any
attempt to receive assistance from written or printed aids,
or from any person or his paper; or any attempt to give as-
sistance, whether the one so doing has completed his paper
or not. This rule shall hold within and without the exam-
ination room during the entire time in which the examination
is in progress, that is, until the time specified has expired.

ARTICLE III

SEC. i. There shall be a committee consisting of six mem-
bers who shall represent the student body and deal with all
cases involving violations of the honor system.

SEC. 2. The members of this committee shall be the pres-
idents of the four classes and two others, one a member of
the senior class and one a member of the junior class.

SEC. 3. The president of the senior class shall be chairman
of the committee, and the president of the junior class shall
be clerk.

ARTICLE IV

SEC. i . In case of apparent fraud in examination, the de-
tector shall first speak to the offending party. Should the
offender show there is a mistake, the matter drops at once.
Otherwise it is carried to the committee, who shall conduct
a formal investigation and should the offender be found
guilty he has the privilege of appeal to the faculty. In case
of conviction the committee shall determine the punishment
under the following regulations:

i . In case of violation of the honor system by a member
of the senior, junior or sophomore class, the penalty shall
be a recommendation to the faculty of his separation from
college.

&o The Reorganization oj Our Colleges

2. In case of the violation of the said system by a member
of the freshman class, the penalty shall be recommendation
of suspension for a term determined by the committee.

3. Five out of six votes shall in all cases be necessary for
conviction.

4. All men who have been in the college one (i) year or
more shall be judged by the same rule as seniors, juniors and
sophomores. Those who have been in the college for less
than one (i) year shall be judged by the rule which applies
to freshmen.

ARTICLE V

SEC. i. Every student in the college shall be expected to
lend his aid in maintaining this constitution.

ARTICLE VI

SEC. i. This constitution may be amended by a three-
fourths vote of those present at a mass meeting, notice hav-
ing been given at least one week previous.

ARTICLE VII

SEC., i. The committee shall make provision for interpret-
ing the honor system to the members of the freshman class
within three weeks after the opening of the first term of each
year.

SEC. 2. This constitution shall be posted in lecture rooms,
on college bulletin boards, and in the library.

SEC. 3. This constitution shall be published in the Student
three times each year, the first number of the first semester,
the last number before the final examinations of the first
semester, and the last number before the final examinations
of the second semester.

Evidently little progress has been made in student
government. From articles in Religious Education for
February, 1907, and February, 1908, it appears that
this important agency of the college is practically unde-
veloped. In a few cases student government has been

The College Community Life 81

pretty fairly and successfully tried. In far more in-
stances a modified form of cooperation between stu-
dents and faculty has been adopted. The experiment
is usually viewed from the wrong point of view. There
is a disinclination to swing from the parental form of
government to the ideal of a self-governing community.
It is far better to let the students be responsible for the
regulation of their community affairs, even if they make
many errors and failures, than to keep them in leading
strings. The college claims to be training future citi-
zens, but she treats them as boys. She can never do
her whole duty to the state until she has worked out and
applied a form of college polity which puts some civic
duty for the college upon every student and makes him
bear some of the burdens of college citizenship. The
college should be in the highest sense an experiment
station in citizenship. If the George Jr. Republic can
be successful with wild boys under eighteen, surely the
college community affairs ought to be safe in the hands
of the students, for they will be largely under the con-
trol of the most mature and sagacious seniors and
juniors. Certainly the institution can never fulfill its
duty to the commonwealth until it does its utmost to
train citizens who shall be able and willing to exercise
leadership in civic affairs in after years.

But right here many colleges are evidently misap-
prehending the distinction between the community and
home lives of their citizens, and are apt to think that
college government should extend to the students' per-
sonal habits. These must be reached through the
college homes. Even in the commonwealth prohibition

82 The Reorganization of Our Colleges

and excise laws relate to the public trafficking in liquors
and not to the private use of them in the home. The
state does not make laws saying that the citizen shall
not drink intoxicating liquors in his home, but merely
regulates the manufacturing and public sale of those
liquors. In all such matters the law only goes to the
length of regulating trade, which is a function of the
community life, and does not dictate what shall be the
private habits of the individual, for that comes within
the sanctity of his home life. It is not wise to regulate
the use of tobacco and other personal habits by college
law and ordinance. This weakens all government, be-
cause it is an improper and unphilosophical assump-
tion of authority by the central power. These things
should be reached through the homes which, more
than anything else, affect the personal habits of the
individual.

Let us, therefore, reorganize our colleges upon the
theory that, so far as is possible, our embryo citizens
are to be trained, during their course, in all that is high-
est and best in citizenship, instead of being held in
leading strings. If we are to make mistakes — and we
have made and shall make many — let them be in the
line of progress, rather than in that of ignorance and
blindness; for an enlightened student government will
solve many of the problems which now seem almost
insurmountable.

Intimately connected with student government in the
college community life is the question of athletics and
recreation; and in considering athletics we must not
overlook the fact that college athletics are primarily for

The College Community Life 83

relaxation, recreation and health, and hence, indirectly,
for better intellectual work in college and for greater
efficiency in after life. We are too apt to think that
they are for the honor and advertising of Alma Mater.

We must also recognize that the physical education of
the undergraduate, like the other branches of his college
education, must regard his past, present and future, and
must be founded upon a scientific knowledge of the
actual and probable needs of the individual. Hence we
should strive for at least the four following results in our
system of physical education, and also we should at-
tempt to make these clear to the undergraduate body
so that college sentiment will aid ii>:

(a) The ascertainment of the physical defects and
shortcomings of each individual, and his development,
so far as possible, into a well-rounded man physically.

(b) The maintenance of a perfect physical condition
for each student during these four years.

(c) Since most of the students will, after college, live
a sedentary life, a preparation for preserving perfect
health under such untoward conditions.

(rf) The recreation which is a legitimate and even
necessary end in any system of college or intercollegiate
athletics, and in many instances the most important
factor therein. If we can keep all of these desiderata
before our minds, many things will appear simpler to
us. Let us consider these objects more in detail.

(a) The first thing essential is to know the true
physical condition of each student, and this is much
more important than we are apt to think. Many a boy
athlete coming to college has, by overstraining, already

84 The Reorganization o) Our Colleges

sown the seeds of permanent ill health or of an early
death, and special care must be exercised that these
unfortunate results do not follow. There are dangers
of the age of puberty in boys just as in girls. At this
period of life the chief strength of the boy should be
given to the readjustment of his physical nature, which
may take two or three years. It is most dangerous at
this time to attempt to put his heart to the strain of
track races and other athletics which try the hearts
even of well-developed adults. Many schoolboys, who
have made wonderful athletic records at fourteen or
sixteen years, have been laid on the shelf at nineteen
or twenty; while, on the other hand, the best college
athletes are often those who have had a normal growth
during boyhood, and who have systematically taken up
athletics only after they have finished school. The
entering freshmen show the same difference in physical
as in intellectual conditions. Hence we must first see
to it that each man has the physical exercises that will
develop in him, in a sane way, the best physique that is
in him, to the end that he may be able to do his best
for the state, himself and those dependent upon him in
the future; that is, not to develop him into a prize
winner, but into perfect manhood so far as may be. A
compulsory course in boxing, fencing or dancing would
have saved many a good student from becoming a
pedant, or from being awkward and ungainly or pusil-
lanimous, by developing in him the physical and social
traits which he lacked and which he must get in college
if ever; and thus would have made him a more efficient
citizen in after years,

The College Community Life 85

(b) In some ways the life of a college student is not
conducive to a perfect physical condition. Overstudy
as well as overindulgence in social or other distractions
may impair his health. Hence it must be an admitted
aim of physical training in college to maintain all the
students in the best of health, to the end that they may
do the best possible work in their course and be started
in their life work without physical handicap.

(c) President Eliot was right when he recently said
that football was a game that would not be used by the
ordinary college graduate in after life. Unfortunately,
the same is true of most other sports. Most graduates
of college follow a sedentary life in after years. Physi-
cal education in the colleges must be varied so as to
teach some courses of resistance movements and other
forms of home gymnastics which shall, later in life, be
available for the busy lawyer, or clergyman or mer-
chant, and through which he can preserve his health.
Even as it is, our undergraduates learn from the pro-
fessional coach or trainer many points as to hygiene and
health which were utterly unknown a few years ago, and
which are not a part of the curriculum of the college
itself. But there should be a distinct recognition by the
institution of the value of setting up exercises and of
forms of gymnastics which can be used without ap-
paratus in a graduate's room or office, and which thus
shall serve as a preparation for the preservation of
health after college.

(d) Older men are apt to overlook the element of
recreation which is and should be an important factor in
the physical exercises of youth. There can and should

86 The Reorganization oj Our Colleges

be plenty of interest, fun, frolic and competition in
college sports and games. So far as possible these
exercises should be spontaneous and entertaining and
not merely perfunctory. If a student works hard, he
should play as well and in many cases play hard. In
one sense the pendulum has, in modern times, swung
clear away from the old-fashioned student who had all
work and no play, to the point where the recreative side
of college has been much overstimulated. We can have
more intramural and a little less of intercollegiate con-
tests; but, as reorganizers, let us not forget the value
and necessity of true recreation in the life of a young
man of from eighteen to twenty-two years of age. Thus
our course of physical training will take account of the
past, present and future of each student, and put into
the life of each as much recreation as the other demands
of the college will allow.

But athletics and recreation belong largely to the
college community life and must be treated therein by
the agencies which are effective therein, and that is
chiefly by an enlightened college sentiment. This im-
plies a proper attempt to make the student body under-
stand what the college is striving to accomplish, and
to educate college sentiment accordingly. The best
course is likely to be a middle one between that pro-
posed by the faculty and that demanded by the stu-
dents; but the latter are entitled to be heard, since the
controversy arises within the realm of the student life
department. Ordinary expediency would suggest con-
ciliation and agreement rather than force. This course
will tend to improve conditions in the college state and

The College Community Life 87

make other reforms possible. Star chamber reforms
in athletics, or in anything else within the realm of
the student life, are unwise and unfair, and, therefore,
likely to be ineffectual. The last thing that the faculty
ought or needs to do in a well-organized institution is to
outrage college sentiment, and show its power to en-
force its rulings. Wherever a fair course with the
undergraduate body has been honestly and impartially
tried, it has been successful in direct ratio to the honesty
and intelligence shown in its application.

But it is quite within the province of the college to
limit, if necessary, the undue interference of student
activities with other college duties; as by limiting the
number of intercollegiate contests, or of concerts, or
trips for outside purposes which shall receive the col-
lege approval. The college must also insist upon some
oversight of the college home and some assurance that
its atmosphere and influence shall be uplifting; but,
as will be shown later, the real uplift in this respect
must come from within the home and not through
college regulations. When the college homes have been
properly cleaned up, an enlightened public sentiment
will follow as a matter of course. All this must be done
in entire accord with the public sentiment of the college,
rather than by arbitrary laws which have no college
sentiment behind them.

There should be connected with the administrative
department of every college one or more men, of the
very highest type, equipped along the lines suggested in
a recent address by President Jesse of the University of
Missouri:

88 The Reorganization of Our Colleges

"It is a shame that every university — possibly some of
them already do it — does not have on good salary one
layman at least, with a head full of common sense, a heart
full of righteousness, slightly connected with teaching, but
really free for efforts to raise to the highest the life of the
students. He ought to be capable of moving, like pawns on
a chessboard, the Y. M. C. A., every local church, the fra-
ternities, the University Club, the president, the deans, the
teachers, the Athletic Association, and every power in the
community. Such a man, giving a course of say three hours
a week in ethics and the rest of his time to this work, could
accomplish much. As his work grows, he ought to have
assistants. "

This suggestion is in the right line, but it does not go
far enough. It shows, however, that the proper way
for the college government to reach the student life,
either in the college community life or in the college
home, is through "the power of a man" and not
through the command of an ordinance. In the per-
sonal and moral relations of the student citizens to each
other and to their own homes, the college must keep
close touch through the human agent rather than
through the printed law. The college administration
will provide and pay this human agent, but there must
pervade the student body the feeling that this man is
their friend, adviser, advocate and sympathizer, and
the whole college government must respect and foster
this confidential relation of their own representative to
the students — singly and collectively.

But this man — and many others of the same caliber
and qualifications — will be distinctively in the adminis-
trative and not in the instructional department, and will
be far too busy and important to spend time in teaching.

The College Community Lije 89

Our new administrative department will appreciate
how important the college community life is in paying
the institution's debts to the commonwealth, and to its
own students and their parents, and to its own faculty
and reputation. The college will strive constantly and
earnestly to prepare itself to pay these debts by apply-
ing to itself the very best administrative methods which
other and ever larger public-service corporations adopt
to enable them to pay the debts which they have as-
sumed to the state, to their own employees and to those
who depend upon .these, and to their own stock-
holders, creditors and confreres.

The importance in the college economy of the col-
lege community life, and of wisely managing it and the
problems which it produces, will be even more evident
after we have considered carefully the college home
life, which touches and mingles with it at every point.

CHAPTER IX

THE COLLEGE HOME LIFE

LET us still further contract our field of discussion of
the student life, and consider that portion of this ninety
per cent of the undergraduate's time which is spent, not
on the campus, or in athletics, or in touch with the main
student body, but in the close companionship of his
intimates or the comparative seclusion of his college
home, and which we shall call his college home or fam-
ily life.

A moment's thought will make us realize that a col-
lege student must have some kind of home life dur-
ing the four years which intervene between his parents'
home and that in which he will be the breadwinner. If
we had carefully thought out this dual nature of the
student life we should long ago have perceived that
many things in college, which we loosely think of as
social, belong in fact to the home life. We should not
confuse the social and home factors in any instance.
The college home life may be dwarfed, hidden, almost
unrecognizable — but it will be there. It may be spent
in luxury or penury; in a dormitory, in a village or city
boarding place, or in a fraternity house; it may be
harmful, helpful or neutral — but it will be there, and
essentially like any other home life in its nature and

9o

The College Home Lije 91

effects, and in the manner in which it can be affected
and molded for better or worse.

In influence and effect it closely resembles the stu-
dent's boyhood home, for it largely determines, possibly
throughout life, the purity or impurity of his thoughts,
habits and language; his personal power over his fellow-
men, or, in college phrase, his ability as a "mixer"; his
intellectual and moral attainments ; and his readiness to
receive and assimilate religious impressions. In other
words, it affects, in every plane, his life as a citizen in
college and in after years.

There is this strictly home life for every college
student which in large part decides the character of
the soil into which the good seed shall fall — especially
when the seed is moral or religious in character — and
this home life is where the earlier good influences of
the parents' home are most frequently undone and de-
stroyed and the seeds of moral decay are sown. It will
often depend upon his college home life whether the
student is open to the higher religious and moral lessons
which cannot usually be impressed in the modern class
room or lecture, but which must come, if they come at
all, through other agencies.

( One great cause for the falling off of candidates for
the ministry will be found in the neglect of the college
home life of the young men who leave their parents'
homes with high religious ideals and purposes, but who
are soon diverted from any high aims by the noxious
atmosphere of their college homes. This part of the
institution must be purified and uplifted, or else most
religious instruction and power will be largely wasted —

92 The Reorganization oj Our Colleges

and through our own shortsightedness. The home is
the great foundation for widespread and continuing re-
ligious growth, and this is true in regard to the college
home.

If, then, we are to hope to make any radical, con-
tinuing and widespread improvement in college moral
and religious conditions, we must begin in the lives of
the college homes, which the institution itself can never
greatly influence, because as a quasi state it cannot in-
terfere in the ordinary affairs of the home, and because
interference from without in such affairs is usually re-
sented and seldom helpful. The college can perma-
nently and wisely affect the life of its homes chiefly
through its human agents and their personal influence
for good with those who from time to time govern or
are responsible for the home's life.

The influence of the personal character of the teacher,
which we should never lose, will come through his
manhood working on the manhood of others, and not
through his teaching or learning as such. But the soil
of the home life must be kept open and rich chiefly
through the personal influence and example of those
who are in touch with it daily and hourly, and who
know it through and through. Here the college is on
solid ground.

This college home life must be affirmatively enno-
bling and uplifting or it will be quite the contrary. It
must be constantly affected by strong and usually older
characters, whose influence must be exerted, silently but
surely, within itself. It must have a power for good,
inherent in itself, and must not expect to find any true

The College Home Life 93

substitute for this in some mystic influences that the
college, or Y. M. C. A., or any other extrinsic agency,
institutional in its nature, can exercise from without.
Our tendency is to look to institutions and organizations
to do those things which can be accomplished only by
ourselves. These outside agencies are artificial creatures
which may stimulate and inspire, but which can never
supplant the normal home force.

As no state, community or institution can or should
usurp our place as parents in our own home, so neither
the college nor the faculty as a body, especially in the
large universities, should be expected to control directly
the college home lives of the students, for they can never
take the place of an inherent and osmotic force working
from within — in the absence of which there can be no
true home.

But this force must be permanent — not shifting from
year to year. It must have real authority — even if it
uses only moral suasion. It must rule by the consent
of the governed and because they appreciate that it
works for their best good. It must^have power away
from the home as well as within its walls — and follow
the student, even to the strange city, and everywhere
nerve him against the terrible temptations which con-
stantly beset him. Whether it be good, bad or in-
different, there is such a moral force at work in every
college home. Except as this force is ennobled we can-
not hope for permanent religious or moral improvement
among our students; and it must be Ennobled by human
example and sympathy and not by institutional or-
dinance. In this respect the college home of the young

94 The Reorganization oj Our Colleges

student resembles the boarding schools of which Dr.
Endicott Peabody, head master of the Groton School,
says:

"They [boarding schools] are likely to become very bad if
they are not positively good, for boys are great missionaries
for good or for evil. And so you must get the older boys
interested in the school. They must be so led as to really
care for its best life, and to see that they are only loyal to the
school when they are serving its higher interests. In this
way the community can be made thoroughly — thoroughly —
wholesome, and it will not be a "Fool's Paradise," as some
of our institutions are, but a place in which it is a delight
and inspiration to live."

We have spent much thought and money upon the
pedagogical departments of our colleges, but very, very
little in studying the college home life. Yet this is not
the least important of the college departments, since it
largely determines the effectiveness of the others upon
individual students. It was the most important in our
forefathers' eyes, for they saw that only through it
could they prepare the good ground for the good seed
and make good citizens. We are blameworthy if, while
improving the seed and the sowers, we have neglected
the preparation of the soil. We must bend every energy
to restore the college home life to its proper relative
place in the college economy and coordinate it with the
other factors therein.

The forefathers were right in believing that this good-
ness of the ground could be secured only through the
direct and intimate touch of the older man upon the
younger. But how, in our large institutions and under
modern conditions, are we to bring about a close touch

The College Home Lije 95

between the students and older men which shall con-
stantly uplift the younger men in their college family
lives? Is there any agency through which this is being
or can be done? Or anything to indicate that up to the
present time only one such agency has been developed
in a large way? If, under modern conditions, there has
been any distinct and widespread growth and develop-
ment of the college home, we should study it most care-
fully and with an open mind, and, if possible, seek by
it to improve the soil in which we are fruitlessly sowing
so much good seed, and use it as a model for building
up other helpful homes which shall embrace every stu-
dent. \

CHAPTER X

THE GREEK-LETTER FRATERNITIES AND THE
COLLEGE HOME

AT first the Greek-letter fraternities were mere college
secret societies. In their second stage they became
social bodies, with a secret lodge room and lodge night,
but with few other cohesive factors within the chapter
itself or between the various chapters. In their present
and third period they have developed into home-build-
ing agencies, wherein many rich and influential alumni
and earnest and energetic undergraduates are laboring
together to erect college homes, and thereby solve to a
limited extent the modern problems in the home life
arising out of increasing numbers and changed dormi-
tory and social conditions.

As we look back we can perceive how inevitable it
was that, as fast and as far as the college ceased to pro-
vide true college homes, the students and alumni must
provide substitutes; and for this the fraternities fur-
nished the natural instrumentality, for they were in
close touch with many rich and influential alumni, and
were such keen rivals that each was sure to copy any
such radical step in advance as the building of chapter
houses. The only home controlled by the college
which at all resembles that of the older institutions now
survives in a few of the women's colleges with their

96

The Fraternities and the College Home 97

small and separate dormitory houses, where many of
the students room and eat. But all the women in these
institutions comprise less than three per cent of our
college and university students, and therefore the few
dormitory houses which they possess house even a
smaller percentage of the total college membership.
As to the rest of the students (ninety-seven per cent),
the tendency as to college homes has been decidedly in
an opposite direction. The state colleges and univer-
sities contain more than one half of all the students !
and their enrollment is increasing at about twice the
rate of that of the private institutions (ante, p. 8). But
the state universities, following the German custom for
the most part, have provided practically no dormi-
tories, but have relegated their students to the execrable
boarding houses of a typical college town. One state
university president writes:

" We have a strong feeling in a university town like this,
where there are 2,300 students in a town of 10,000, that we
can maintain the home life of students by really dissemi-
'nating them in homes. We find, however, that there is a
tendency to boarding houses and distressingly poor living,
hence our movement looking toward the commons with cer-
tain dormitory privileges. The fraternities are aiding us by
having their own homes. We are now tending toward the
erection of a commons social headquarters, and with some
dormitory privileges. It is estimated that the universities
by furnishing lodging to not exceed twenty- five per cent of
their students may be able to regulate the sanitary and moral
accommodations in the homes that are open to students."

In the very mail which brought this letter I received
a college paper in which an undergraduate wrote of

1 " Individual Training in Our Colleges," p. 138.

98 The Reorganization of Our Colleges

"the homeless waifs of this dormitory-scarce college,"
although twenty per cent of his fellows were housed in
the ancient college dormitories and almost fifty per
cent in fraternity houses.

How such a letter illumines the growth of the Greek-
letter fraternity homes. What is there homelike or
home-making about the average cheap boarding house
of a college town. On the contrary, for the student its
tendency is rather "to drive him to drink," or some-
thing worse. The above letter, written in 1908, shows
how the college must be looking backward when it
has "a strong feeling" that a country town of 10,000
inhabitants (and even the very best university town, as
that one undoubtedly was) can possibly furnish uplift-
ing and ennobling homes for one quarter as many stu-
dents. Is it any wonder that beautiful and attractive
fraternity houses have multiplied when the colleges have
avowedly pursued the policy of making a boarding
house in a college town the best home that the institu-
tions themselves can offer? Modern dormitories repre-
sent a permanent investment of from $500 to $2,000 for
every student housed; and for some of the fraternity
houses even more, for they contain beautiful living
rooms, dining rooms and kitchens, in addition to the
studies and sleeping rooms. That is, a modern dormi-
tory to house loo students costs from $100,000 to $200,-
ooo, or even more. Is there any wonder that the colleges
have been perfectly willing to allow their alumni to put
up fraternity houses at large cost, thus enabling the insti-
tutions to put their capital into other things? Is it not
plainly evident why the fraternities have grown apace?

The Fraternities and the College Home 99

The growth of fraternity houses has changed the
center of gravity of the student body. Formerly the
college homes of the strong upper classmen were in the
dormitories and the under classmen roomed outside if
necessary. Now in many colleges the dormitories house
the freshmen, while the fraternity buildings are the col-
lege homes of the influential upper classmen, and thus
the center of student sentiment — at least in the East
and Middle West.

We continue to regard the fraternities as mere secret
societies, and hence to give undue significance to their
secret -features, failing to realize how much more im-
portant are their home features; and that it is chiefly
through improving the atmosphere of these homes—
not because they are fraternity houses, but because they
are the only typical and distinctive homes of the ordinary
college, and the homes for four years of many of its
most influential students — that we can hope for better
moral and religious results among our undergraduates.

It needs no prophetic eye to see that the fraternities
will soon fully enter upon their fourth or endowment
period in which, their home-building substantially fin-
ished, the wealth and energies of each college home, or
series of homes, will be turned to establishing endow-
ments for improving and conserving the higher home-
making and educational functions of the fraternity.
Already this movement is under way. Each home
built and paid for is in the nature of an endowment.
The spread of this movement has been wonderful
and inevitable. There are about 370 colleges and
universities which contain chapters of some frater-

ioo The Reorganization o] Our Colleges

nities, and in many of these institutions the houses
of the fraternities are among the finest in the town.
Millions of dollars have been thus invested. For ex-
ample, the properties of the eleven fraternities at Am-
herst are worth more than twenty times the amount of
Yale's available funds in 1830; and the properties of ten
fraternities at Columbia equal in value the total pro-
ductive funds of all the colleges at the beginning of the
last century. Since the older private institutions have
thus come, more and more, to depend upon the fra-
ternities for housing space, and merely get along with
patching up their ancient barnlike dormitories, and
the state universities have avowedly pursued the course
of not having any dormitories at all, it is not difficult to
see why the fraternity home is now the typical college
home, and in many cases the best type of home in any
particular college.

But in the fraternities, which are largely responsible
for the ninety per cent of the student life of their mem-
bers, there is the same lack of administrative care which
we shall find to exist in the colleges. ) Their alumni
must be made to understand this, and to appreciate that,
so long as they maintain these homes, they are respon-
sible for each and every one of them, and for the home
life of each and every undergraduate member therein.
The alumni, working from within — and not the college
working from without — but with the active assistance
of the college authorities, must keep these homes clean.
These centers are no longer the field in which the college
state must exercise its home-making functions. These
have passed to the owners and proprietors of the several

The Fraternities and the College Home 101

homes, but the college has the clear right to demand that
the owners shall keep their several homes so that they
shall be a positive aid to the college work.

One old and influential fraternity is annually spend-
ing thousands of dollars to secure the wise direction
and constant personal touch in its lodges and among
its alumni of a permanent and uniquely equipped field
secretary, who seeks to insure that only the best fitted
freshmen are admitted, and that throughout their course
these students shall be in constant and close touch in
their college home lives with strong and earnest alumni
who are personally and intimately acquainted with each
undergraduate, and who, through a long series of years,
come to exert an uplifting educational .and moral power
from within the lodge which must greatly increase the
likelihood that the good seed will fall into good ground.
This is no longer an experiment. After four years of
such work this fraternity can measure up some of the
direct educational results from its endeavors to hold
itself strictly accountable for the intellectual and moral
conditions of its own college homes. It finds its num-
bers greater than ever before, and that its percentage of
loss of active members from every cause is less than
twenty per cent of the average loss of the colleges in
which it has chapters, and that its loss from poor
scholarship is even smaller. It finds that one half its
chapters, with one half its total membership, did not
lose a single man during the first half of the last college
year, and that a very large proportion of its apparent
losses have been offset by the men who, through its in-
fluence, returned to college and finished their courses.

IO2 The Reorganization of Our Colleges

Yet the undergraduate members of this fraternity are
probably on an average as wealthy and as active socially
as those of any other. The constant touch of the local
alumni, under the lead of an organized administration,
has shown what a fraternity is capable of doing in the
college lives of its undergraduates.

As this book proposes fraternity and college reorgani-
zation upon a strictly business basis, and largely through
their business alumni, it is not improper thus to refer to
the success which has already followed this initial ex-
periment of fraternity reorganization by business and
professional alumni along modern administrative lines.
This experiment has demonstrated beyond cavil that,
entirely without pedagogical initiation or supervision,
there is an inherent power in the fraternity alumni to
make their home in any particular college community
stand for the best that such a home should stand for in
any community ; that often the chief obstacles to enno-
bling a fraternity home are the debasing influences of the
atmosphere of the college community life ; and that not-
withstanding the steady downpull of the college com-
munity, but not without a great cost of thought and
care, the college home can be so kept that it is inspiring
intellectually and morally. Q. E. D. A successful ex-
periment under normal conditions and with ordinary
agencies is worth a hundred theories, and this is what
is offered to the alumni of other fraternities as a demon-
stration of what they, too, can accomplish.

If anyone doubts the assertions of this book in relation
to the general student life and the college homes and
their place in training the future citizen and in rounding

The Fraternities and the College Home 103

out the work of the college instructor, let him assume
the position of field secretary in a good fraternity, and
learn what a load he must carry on his heart and mind
when he attempts to raise his own fraternity homes
against the steady downdrag of the student life, es-
pecially where he has to deal with students who have
plenty of money, or too much for their real good. Or
let the thoughtful alumnus learn from such an un-
doubted expert in student life the true conditions which
prevail in the majority of the homes of his own Alma
Mater, and he will begin to realize what proportions the
home life department assumes in the mind of one who
thoroughly investigates these conditions in order to pro-
pose reorganization along strictly business lines. When
he sees the influences which he must meet, he will un-
derstand that the college is not equipped to do this
work unaided, and must avail itself of every possible
help.

To such an investigator home-making will mean far
more than home-building. The home-building is but a
matter of dollars, and bricks and mortar, but the home-
making is character-building — with all which that im-
plies— in and upon the graduate and undergraduate
factors which are necessary to a good college home.

I have a deep-rooted conviction that what one fra-
ternity can do, has done, and is doing, other fraternities
can do if they will but consciously pass from their home-
building to their home-making periods. Earnest talks
with earnest alumni of other fraternities convince me
that the time is ripe for this great forward movement
among the alumni of our colleges, and that the fullest

IO4 The Reorganization of Our Colleges

and most cordial cooperation among the college homes
and those who in the larger sense have charge of them
must be one of the first steps forward toward a business
reorganization. This feeling of direct responsibility for
the college family lives of their undergraduate brothers
is increasingly abroad in all the fraternities and will
soon work out great results, and already most fraterni-
ties have partially endowed some portions of their work.

The sectarianism of the churches was weakened when
Sabbath schools were formed and the lay workers in
these broke over church lines and united in laboring for
the young. Panhellenism will come, but not until the
alumni workers in each fraternity fully organize as home-
makers, and thus are made to realize that cooperation
and not isolation will solve the problems which are
common to all, for they are merely the common problems
of the college home.

I wish to bear most cordial witness to the very strong
feeling which I find among the leading alumni of sister
fraternities as to their duties in regard to their under-
graduates. This has not yet fully crystallized, but it is
coming fast and will take form almost before we know
it. I believe that the fraternities will do their splendid
part in the great college reorganization — which must
soon come — far more quickly and thoroughly than the
majority of the colleges will do theirs. Our fraternities
are still absorbed with their home-building, but will
speedily assume and wisely exercise the home- making
functions which, in her evolution into a quasi state,
have logically and necessarily fallen from Alma Mater's
hands.

The Fraternities and the College Home 105

No patent is claimed for the conception that strong,
clean alumni, acting permanently within their fraternity
home, work powerfully for a better life therein. This
has always been so — and would be in any home. But
there is plainly in sight an advance movement to sys-
tematically organize, develop and endow the fraternity
as a home- making force, and such a movement, with
our most influential alumni behind it, will be sure
of success. A thoughtful student of modern under-
graduate conditions must realize that our fraternities
furnish the only broad and effective means so far de-
veloped and now available for permanently reaching
the college home lives of any considerable number of
students in any considerable number of institutions.
No other home-building or home-making force is now
at work among our American colleges in a large way
and along well-defined and philosophically correct lines.

Furthermore, in the nonfraternity colleges there is no
similar agency whereby the alumni are systematically
put in touch with the family lives of the undergraduates.
I have discussed with the college authorities, alumni
and undergraduates of the leading nonfraternity col-
leges the relations of their graduates to the under-
graduates in the college home plane, and have found
that, almost without exception, there was not even a
conception of close cooperation between the alumni
and students such as prevails in a good fraternity chap-
ter. In the leading nonfraternity university it was
baldly put by an undergraduate as follows:

"The alumni are back numbers, and if they do not
mind their own business we will make them do so. We

io6 The Reorganization oj Our Colleges

have no use for them, except to help us out in athletics."
Leading alumni have assured me that this is the proper
attitude, and instructors who had come from fraternity
colleges have repeatedly told me that they had been
shocked to find that these words correctly expressed the
sentiments with which the alumni were regarded by the
undergraduates in that university. Up to the present
time there is no agency in the nonfraternity college
through which the influence of the alumni can be per-
manently and surely exerted in the college home.

It is not a question of the fraternity or nonfraternity
home, as we superficially think. It is ever and always
the question of the college home life for every under-
graduate, whether a fraternity member or not. Fur-
thermore, it is the question of whether we have failed to
give due thought to one of the great departments of our
colleges, and whether this is not another unanswerable
argument for a college reorganization upon business
principles. On every side I am met by the assurances
of the best workers among our students that the college
authorities and faculty cannot, unaided, solve the prob-
lems which arise in the student life department. This
is clearly stated in the following letter from President
Harry Pratt Judson, of Chicago University:

"There is no doubt that in any college the general social
and moral conditions are almost wholly beyond faculty con-
trol. Overt acts can be dealt with by quasi legal processes.
These, however, like many governmental remedies, do not
go beyond the surface. The evils which exist are undoubted.
They can be reached only outside the faculty and by agencies
which come in immediate social contact with student
life. ... Of course a university like ours is under condi-

The Fraternities and the College Home 107

tions quite different from those attending an institution which
is primarily a college. Most of our students are graduates
of college, and are engaged in advanced research and pro-
fessional work. At the same time, while this modifies the
general social conditions, the essentials are left untouched.
Financial organization of our institutions of learning may
easily be made businesslike; faculty organization, so far as
instruction is concerned, may easily be made adequate; those
^agencies which deal with social, moral or spiritual life,
however, have to do with far more elusive qualities, and
the result is that the organization thus far effected in those
lines is entirely inadequate. This is to my mind the great
problem which should now be handled by college adminis-
trators." |

President Schurman, of Cornell, in a recent annual
report, says:

"While the intellectual and scholarly spirit and organ-
ization are on a high plane, the social life leaves much to be
desired. The great majority of the young men — all except
those in fraternities — are scattered in boarding and lodging
houses throughout the city. The experience of American
students seems to show that the fraternity house, accom-
modating two or three dozen students, presents in the matter
of size and arrangement an ideal for the residential hall;
it is large enough for a community and not too large for
intimate acquaintance and friendship; it provides studies,
bed-rooms, bathrooms, kitchen, dining-room and commons
room."

When one speaks favorably of the part which the
fraternities have played and can play in solving a por-
tion of the college home life problem, he is continually
met with the suggestion, "But that does not provide for
the nonfraternity men." This is true and lamentable,
but it is an arraignment of the colleges and not of the
fraternities, and merely proves that substantially all the
progress so far made toward a wide solution of the

io8 The Reorganization oj Our Colleges

college home problem has been made by the fraternities
and not by the colleges. College dormitories, whether
with or without commons, are usually barracks, and not
homes in the true sense, and are simply a barracks form
of solving the college home life problem. It must be
conceded, therefore, that the question of homes for the
nonfraternity men is merely that portion of the institu-
tion's own problem — of providing and governing homes
for all its students — which the fraternities have not
solved for it; and that it is what the fraternities have
done which has thrown into bold relief this failure of
the colleges to do anything!

The question "How do you provide for the nonfra-
ternity members?" leaves the position of the colleges
about as follows: "We have felt compelled to give up
building dormitories. We have quite overlooked the
inherent difference between a college home and a room
somewhere in a college town. We have considered our
duty done if our students could find some shelter under
the roofs of the college village or town, which expects,
somehow or other, to get its chief living out of the
college students, for the students' trade is its most
important asset.1 Suddenly we realize that the fra-
ternities have acquired a monopoly of the homes and
the college of the barracks; and that it is the social and
other features of the home which the nonfraternity
members are clamoring for, and which make them en-
vious of the fraternity members. For instead of de-

1 In one state university town this has been found to aggregate at
least $600,000 a year, which is five per cent on $12,000,000, although
the total endowment of the university in question was less than

$3,000,000.

The Fraternities and the College Home 109

pending upon the college, some of the undergraduates,
with the financial aid of the alumni, have erected beau-
tiful homes, and thereby have made even more apparent
the failure of the institution to provide for any true form
of college home life. Since then the fraternities have
solved this problem in part, and thereby have made the
college failure more evident, it is the duty of the fra-
ternities (on the ground that one good turn deserves
another!) to go on and solve the remainder of this
problem of the college or to show the institution how it
can itself do this." In other words, it is not an edifice
but the associations of a home which the nonfraternity
men crave. They know that the brotherhood of the
fraternity is a living force which extends to every phase
of life, and it is this personal and vital interest in the
individual which each man hungers for, and which now-
adays few get except in the fraternity homes.

Too often the fraternities are the only factors by
which at present the college course can round out the
social and home sides of its training of the future citi-
zen. The assistance which the fraternities have rendered
to the college in performing this portion of its duty to
the commonwealth must not be overlooked or sneered
at. In this regard the question is not as to whether the
jraternities have done their part well, or as well as the
colleges used to do, but rather whether the colleges have
done anything at all. If, then, the college home con-
ditions have become bad it has not been primarily the
fault of the fraternities, but rather because the institu-
tions have done substantially nothing, and have not
even given the subject any intelligent study.

no The Reorganization oj Our Colleges

The president of a splendid institution, with excep-
tional advantages and unexceptional local conditions
and atmosphere, and where there are no fraternities,
writes as follows:

"Aren't you misunderstanding the rooming and board-
ing situation, especially in coeducational colleges? Here,
for example, almost none of the men board by themselves.
They have their meals with the young women at the college
boarding houses, and at other private houses through the
town, where the conditions, if not ideal, are certainly noth-
ing like what they often become in clubs where men eat
by themselves. And I think you very much underestimate,
also, the very reasonable provision that is made for the men
scattered through the homes of a community like ours. I
am inclined to think here that the experience of the chil-
dren's aid societies — that almost any home is better than
the best institution — holds in no small measure for students
also, and that the human relations in which the three or four
or five students come to the family in whose house they are
rooming are not without their value and wholesome influ-
ence in the life of the students. I have myself doubted
very much, so far as our experience here has gone, whether
we should not lose rather than gain by the substitution of
men's dormitories for the rooming in private houses; and I
have never felt like urging the putting of much college
money in this direction."

Probably not five per cent of our students are under
local conditions or under strong religious influences re-
sembling those which prevail in this particular insti-
tution. In other places the scattering of the students
through an urban population of low morals has had
such disastrous effects that the authorities have been
forced to attempt to get all undergraduates on to the
campus or into fraternity houses. But it is important
to note, that, even in this instance of a nonfraternity

The Fraternities and the College Home in

college, it is the "human relations" which are felt to be
the great thing. It is "the human relations" which
the fraternity members get and which the nonfraternity
undergraduates hunger for, and which are chiefly in the
minds of those who ask: "But how do you provide for
the nonfraternity men?"

It is not easy to discuss nonfraternity conditions
from the standpoint of the fraternities, for at least the
latter have accomplished something, both in the way
of home-building and home-making. They have made
many and sad failures and mistakes, but at least they
have made a record. For the nonfraternity men very
little has been done, even by the colleges; and the col-
leges have no record or account to which, like that
of the fraternities, we may append "E. and O. E.,"
"errors and omissions excepted." The history of the
college failure in recent years in regard to the college
home is so largely made up of errors and omissions that
if these should be excepted there would be little left.
But surely this failure of the colleges gives them no
right to find fault with what the fraternities have ac-
complished of their own accord, and often against the
opposition of the college itself.

A friend, who was a nonfraternity man not from
necessity but out of respect for his father's prejudices,
but who thoroughly believes in the fraternities, asks me
to suggest "some home life for the nonfraternity men,
and some remedy for their helpless and hopeless con-
dition, sans parents, faculty care, or any saving grace of
upper class or alumni supervision." Probably there are
many to whom this language seems too strong, but it

U2 The Reorganization oj Our Colleges

expresses the thoughts which I have heard voiced many
times in colleges where the fraternities are strong.

My suggestions for supplying these " human rela-
tions" for the nonfraternity men will be found in
Chapter XXXII.

It is at this point that we may see why the fraternities
are charged with being exclusive and undemocratic.
Certainly they do, so far as they can, attempt to train
their members in social etiquette and polished manners,
and thus make them men of the world, and round out
the home and social sides of their characters; but the
college no longer does anything of this kind directly.
The advantages thus evidently given by the fraternities
are unjustly laid up against them, instead of being
charged to their credit and against the colleges them-
selves, which should at least attempt, in an intelligent
manner, to provide for the nonfraternity men some of
the same kind of training which is given in the homes
of the fraternities. This was made very clear to me in
an earnest conversation with a well-known professor
who had put himself through a nonfraternity college,
but whose younger brothers had gone through another
college in which they became prominent members of
fraternities. I found that his complaint was based
upon the fact that the fraternities gave social training
in polite accomplishments to those who needed them
least, having previously had them at home; but that
they did not, nor did the college, give this training to the
nonfraternity men who were usually most in need of it.
But a little discussion made the professor admit that
this was in fact a potent argument in favor of the fra-

The Fraternities and the College Home 113

ternity and against the college. The former, by in-
telligently and effectively exercising its home- making
functions, was not preventing the latter from doing the
same thing in some manner; but, on the contrary, was
showing it, very strikingly, how it could be done and
thus that it needed to be done. On the other hand
too many, like the professor just mentioned, are finding
fault with the only agency in the college which is in-
telligently exercising these earlier home-making func-
tions of Alma Mater, instead of arousing that dear old
woman to provide stepmothers if she can no longer
attend in person to her students' good manners. This
mistaken point of view lies at the bottom of many of the
complaints against the fraternities. They are unjustly
accused of being undemocratic, aristocratic and exclu-
sive, merely because, in the privacy of well-kept homes,
they do well their own home- making work, and thus
make clear Alma Mater's failure either to round out
this side of the characters of the nonfraternity men or
to provide a substitute to carry on this work, although
the nonfraternity men undoubtedly need it more than
the average fraternity member. The complaint is an
eminently just one, but against the wrong party. Judg-
ment should be ordered for the respondents and against
the complainants, with heavy costs.

It is clearly evident, therefore, that the enormous
growth of the fraternity homes has not been fortuitous.
The fraternities, in their present shape, have grown
out of the need for a new form of college family life;
they have in part supplied such need, and thereby have
directed attention to it; but they have not created the

H4 The Reorganization o] Our Colleges

need, and, like other homes, they are largely limited, in
supplying that need, to the good they can do within
their own doors and to the example which they can set
to those without. In our review of the history of college
administrative conditions we shall find many proofs of
low college ideals, practice and methods. But it is sur-
prising that the clergymen and other clean men of our
college faculties should not have studied and under-
stood this attempt of the undergraduates to find sub-
stitutes for the earlier dormitory homes, and should not
have deemed it a sacred duty to join intelligently with
the home-building forces of the fraternities to insure
that these homes, which are the great foundation of the
student life, should be kept pure and ennobling. Yet
such is plainly the case. Here again, with no proper
administrative department to study their problems, our
institutions have been looking backward, and have not
understood how the college secret society was develop-
ing into the college home; nor have they perceived that
the fraternities could solve only a small portion of this
home problem, and that the college itself must do the
rest. Some of the terrible results, during the past thirty
years, of this fatal and unexplainable blindness will be-
come clear as we study the vices engendered and fostered
in the college home.

' The college family life, like that of any other home,
is concealed from the public view and fully known only
to members of the family. Otherwise it is not a true
family life. To be ideal and to give it permanence, the
college home should embrace the upper and lower class-
men, the graduate and undergraduate — for all these

The Fraternities and the College Home 115

can be educated and developed therein. Our children
educate us almost as much as we educate them. The
older brother is trained and developed through the
responsibility of setting an example to and protecting
the younger children who look up to him as the "big
brother." An only child is likely to be spoiled because
he lives only to himself. Hence there are true educa-
tive conditions in the fraternity home where members
of all classes are intimately gathered together.

President Wilson, in his memorandum in June, 1907,
favoring the proposed residential Quads at Princeton,
our chief nonfraternity college, voices this thought in
the following significant words:

"It is clear to everyone that the life of the university can
be best regulated and developed only when the under class-
men are in constant association with upper classmen, upon
such terms as to be formed and guided by them."

He states one of the objects of the Quads to be

"to give to the university the kind of common conscious-
ness which apparently comes from closer sorts of social con-
tact, to be had only outside the class room, and most easily
to be got about a common table and in the contacts of a
common life."

But it is a grave question whether to-day this home
consciousness can be developed in groups of one hundred
or more students arbitrarily gathered together. A col-
lege home to be successful and permanent must be small
and congenial, because it selects and trains its own mem-
bers, and has some of the separateness and exclusive-
ness of a homef

In too many institutions the moral tendency of the

n6 The Reorganization oj Our Colleges

student life as a whole is distinctly downward, and any
fraternity chapter therein will encounter great difficul-
ties which attempts consistently to raise its own moral
or religious life contrary to the drift of the college itself,
which is merely the resultant of the home life of genera-
tions of students. The college homes are so true an
index of the general student life that if we can know the
inner family life of the fraternity homes in a college, we
can infallibly construct therefrom the dominant moral
influences that rule the ninety per cent of student life
in that institution, and thereby determine the true edu-
cational results of its other departments.

The shortcomings of many of the Greek-letter and
other college homes are terrible, as I shall show in the
next chapter. But these faults and failures are partly
inherent in any college education, and in any home
with many members, and always have been; but those
of the fraternities are principally chargeable to the col-
lege authorities and alumni, who have regarded chiefly
the financial and pedagogical departments and have
neglected and misunderstood the college administration
and home life departments.

We must learn to appreciate that, in the training of
the future citizen, the ninety per cent of the student life,
with all its activities and interests, may be greater, edu-
cationally as well as mathematically, than the ten per
cent of pedagogy, and quite as well worthy of earnest
and intelligent thought and action; and that the heart
of that ninety per cent for any individual is his college
home life, whatever form that life may take. Let us,
then, turn frankly but sorrowfully to the real conditions

The Fraternities and the College Home 117

of some of the college homes at present and in the im-
mediate past.

It is unfortunate, at this time when we need to think
clearly on the true meaning of the college home, that the
question should be complicated by the high-school fra-
ternities, which are merely one of the pseudo growths
that accompany all important social or religious move-
ments. The home features of the college fraternity,
which have been its reason for being and growing, are
entirely lacking in the high-school society, where the
members still live in their parents' homes. But the
fraternities have themselves principally to thank if their
sillier and more foolish features, the remains of their
own secret-society stage, have been reproduced by their
high-school admirers and imitators.

CHAPTER XI

THE COLLEGE HOME AND COLLEGE VICES

IT is with extreme reluctance that I pen this chapter.
Specific references to the matters here treated were pur-
posely omitted in my " Individual Training in Our Col-
leges." To continue that policy at this time would, to
my mind, be criminal; because it would fail to point
out the terrible toll of lives that has marked our failure
to realize long ago the true conditions surrounding our
students in their college community and home lives,
and to thoroughly reorganize our institutions of higher
learning so that their direct aim shall be to give a train-
ing for citizenship and scholarliness along something
like the lines herein suggested, and upon all the planes of
the future citizenship of their students as individuals.

My previous omission was not because of a lack of
conviction as to the facts, but because of a repugnance
to all public mention of such things, enforced by the
reluctance of a lawyer to assert any fact where he did
not have, or feel authorized to produce, the legal proof
of his statements. For the things here spoken of are
not legal crimes in most of our states, and therefore are
not to be found in our court records; that is, they lie,
not within the prohibition of the written law, but in the
realm of the relations of the citizen to the citizen and of
the citizen to his home. They are moral, not legal, de-

118

The College Home and College Vices 119

linquencies, and hence in most cases we can expect to
find only moral, not legal, evidence as to their existence.
All mention of them is — or used to be — tabooed in
polite society, and even now they will very largely be
denied by those who ought to be the last to deny them;
for they have shut their eyes to them, and have not
studied them, although they have taken place under
their very eyes.

In studying college vices — since they are moral de-
linquencies rather than legal crimes or misdemeanors—
we must realize that, as in all similar cases, the evidence
is not often direct, but is hearsay, and on suspicion, and
largely prejudiced, and that we are likely to get bald
assertions, and iterations and reiterations, rather than
anything in the form of even moral evidence. Those
who know the facts by experience exaggerate the evils,
and those who do not indulge in the evils belittle the
facts. Above all, the investigator must not be an alarm-
ist, or a prude or an informer. The most that he can do
is quietly and confidentially to get as much and as good
evidence as possible, and, so far as it can properly
be done, submit this to disinterested persons who are
likely to be in a position to corroborate or disprove his
conclusions. In dealing with the college conditions de-
scribed in "Individual Training in Our Colleges," I
pursued this method, but when I had gathered my
proofs together I was appalled at what I had found
in many institutions, and at the conclusions which must
logically be drawn therefrom. I felt that I must be
an alarmist, and that my conclusions must be essen-
tially false, since they differed so widely from the com-

I2O The Reorganization of Our Colleges

mon view of the colleges and their authorities; and
I was unwilling to publish those conclusions without
further confirmation. Therefore I had printed thirty
impressions of the first rough draft of the book, and
submitted copies to the former and present Commis-
sioners of Education of the United States, to college
presidents and other well-known educators, and to
college men, young and old, whose opinions were en-
titled to confidence. It was only after I had gathered
back these thirty volumes, with the comments noted
on their margins, and had thoroughly digested them,
and further verified some points, that I felt warranted
in publishing the book. The universal approval with
which its statements and conclusions have been re-
ceived, and the many confirmatory letters received,
even from those who were utter strangers, have made
me feel sure of my position, and have convinced me that
I owe a duty to higher education, and to the parents and
youth of our country, and to the commonwealth, to
speak plainly of certain conditions of the college homes
and student life as I believe them to be in too many
instances.

I willingly take full responsibility for what is here
said, and ask no one to share this with me, for I have
carefully weighed it and assumed it with my eyes open.
I appreciate that what I say cannot be effectively dis-
proved, in part because no names or places are given.
I have had the opportunity to learn the facts as to
student life and college homes from Maine to Cali-
fornia, and from Minnesota, Wisconsin and Dakota to
the farthest South. I have talked and corresponded

The College Home and College Vices 121

with hundreds of college professors and officials, stu-
dents, deans, medical men and recent graduates, and
have carefully examined, weighed and sifted the evi-
dence, and shall use but a very small portion of what I
have gathered. I am not attempting to be sensational,
but rather to point out an unstudied evil which is at
the very bottom of our college waste heaps, and which
must be understood by parents, alumni and preparatory
school teachers if we are to rouse the college authorities
from what is too often their fatal torpor in regard to
these things, and if we are to reorganize the colleges
upon anything like business principles, and if the
colleges are to perform their duties as public servants.

These conditions differ in different institutions and
in different communities and at different times, but have
never been properly or adequately studied through the
right agencies in any college.

Here again we must not overlook the radical differ-
ences of conditions prevailing in our various institu-
tions. Some are practically free from the evils herein-
after referred to; others reek with them; and there are
all grades between these extremes. Whether or not
these evils prevail in a given institution, and to what
extent, is indeed an important question. But even
more important is the question whether they are being
thoroughly and wisely studied and treated therein.
Otherwise they may be suddenly and secretly intro-
duced and become widespread because no proper guard
was set against them. Parents should investigate the
prevailing student, life conditions quite as much as the
pedagogical claims of the institutions to which they are

122 The Reorganization oj Our Colleges

proposing to send their sons. They have a right to de-
mand that as definite information shall be made avail-
able upon this subject as upon others as to which the
catalogues are very explicit.

College sentiment or, if you please, the college at-
mosphere is like any other pervading sentiment and
atmosphere, intangible but vital and cogent. It is the
residuum of the lives and ideals of many college gen-
erations which have solidified into influences which
dominate the life of the college community and of its
several homes. It is not transient, but a tradition with
a tremendous power to influence the future students who
shall feel it and live in it, but who are not in the least
responsible for it. An impressionable boy must take
his college home, in its broader or narrower sense, as he
finds it, and when he leaves it, it will probably remain
in about the same condition as that in which he found
it. President Eliot says:

("The phrase college spirit undoubtedly describes a real
thing. . . . Slight differences in tone or atmosphere may
produce striking effects on the prevailing quality of the grad-
uates of different colleges, and these effects are often trace-
able to differences in social organization — the complex result
of traditions, manners and customs, and transmitted opinions
and sentiments."]1

Let us not blame the young man who is harmfully
affected by the noxious and insidious influences of his
college home, but rather his elders, the college author-
ities and alumni, who have not studied, understood or
wisely combated those influences, and the parents who

1 " University Administration," p. 225.

The College Home and College Vices 123

take the greatest care about his early home, but sub-
stantially none about his college home. The miasmatic
atmosphere for which the young man was in no sense
responsible, but which has been passed down to him
from earlier college generations, has but worked out its
natural and almost inevitable result upon him. As
already shown, the college state can have very little
direct influence by law or ordinance upon the homes of
its citizens, especially where they own and control their
homes. Its really beneficent influence must be indirect;
by man upon man; by the individual representing the
college acting upon the various dominant factors in the
college homes, whether those factors be graduates or
undergraduates. But this indirect influence of the
college has the advantage of being a permanent one,
which does not change from year to year, and which,
for this reason, can bring to bear upon its present prob-
lems the influence of alumni who have felt in the past
its potency for good upon their own lives. The power
of the alumni over undergraduate affairs, so strikingly
shown in football and other athletic management, and
in many instances in good fraternity chapters, is one of
the great inherent agencies for good in the college
economy which is now substantially unused and running
to waste; and thereby having a direct tendency to pile
high the college waste heap.

In many of our larger colleges and universities, and
in too many of our smaller ones, a very considerable
part of the college home life is morally rotten — terribly
so. Some of the smaller and older colleges, with grand
records in the past, have as low a standard in student

124 The Reorganization oj Our Colleges

morals as the larger universities. Some of the worst
conditions prevail in minor denominational institutions
which are presumed to be ultrareligious and to be the
chief places for furnishing clergymen for such denomi-
nations. Lest these statements be too sweeping, let me
again caution the reader that each institution must be
judged by itself, and stand or fall alone, and at the
particular period under review.

In some institutions from twenty per cent to forty
per cent of the graduate and undergraduate students
consort with lewd women, and at least as large a ratio
drink to excess at times. The proportions are much
higher in the upper classes than in the lower, showing
that these vices are largely the direct result of influences
which prevail in the college community life and the
college home. In some instances at least twenty per
cent of the students have been venereally diseased be-
fore their course is finished. All these things, with
quite too much gambling, are evils of the college home
life, and must be fought therein, not by college or-
dinances but by new home influences. Confirmation
of these assertions must be sought among those inti-
mately acquainted with the student life and the col-
lege homes. These appalling figures are based on the
carefully sifted estimates of the students themselves in
many widely separated institutions, checked off by men
whose professional or other college connections have
brought them into close personal touch with the college
home life. The testimony of a member of the faculty
as such may be, and sometimes has been found to be,
practically worthless in regard to these matters, for they

The College Home and College Vices 125

are entirely outside of his pedagogy and therefore out-
side of his department. They are usually studiously
concealed from the faculty by common consent of the
student body, because the attitude of the faculty is
often that of detecting and punishing individuals, and
not that of broad-minded statesmen, studying and im-
proving the underlying conditions of the community
and the private lives of its citizens. This attitude of
the faculty sometimes arrays against them even the best
among the undergraduates, who certainly are not
sneaks or detectives spying upon the private lives of
their fellow-students. But, on the contrary, all that te
best in the student body can and should be brought to
the aid of the college in rooting out the causes of such
evils and in building up an enlightened public senti-
ment which shall frown upon their continuance. Here
is another instance where the college might profit by
the example of the business concern, and, through its
administrative department, "make all things work to-
gether for good" in preparing the soil into which the
seed is to fall.

In considering as briefly as may be the evil conditions
of the college home, let us determine, first, whether,
logically, we should not expect just such evils because
of the local and other conditions in many institutions;
secondly, whether these evils have not often been made
worse and more chronic by the. course taken by the
college authorities and alumni; and, thirdly, let us look
at some instances which support the charges made.

First. Just such conditions are to be expected in
very many institutions.

126 The Reorganization oj Our Colleges

The standard of personal morality in many of our
cities and communities is very low, especially in mining
and factory centers where there is a large foreign or
floating population and many unmarried women earn-
ing merely starvation wages. In such communities
the old standards of personal morality are largely un-
known. Drunkenness and the social evil are rife, and
there is no well-defined and long-standing moral senti-
ment of the community to frown upon personal im-
morality. On the contrary, the public sentiment of a
large proportion of the inhabitants as to the social evil,
drunkenness and gambling is thoroughly debased, and
is constantly being lowered by many vicious influences.
The percentage of low grog shops, of crime and of im-
morality is exceedingly large. Many of our colleges
and universities are located in or near hotbeds of this
character, and many students in other institutions come
from such localities, or are descended from fathers
whose early lives have not been impeccable in this re-
gard and who do not claim to their sons that they have
been. Such influences as these are never on the de-
fensive, but carry on an active and insidious offensive
campaign of solicitation and temptation. Moreover,
the local conditions of college towns often change, sud-
denly or slowly, from those which were ideal to those
which are frightful, or a near-by factory city offers all
sorts of solicitations with few chances of detection. Ex-
cept in large cities these evils are much more likely to
be perpetrated in a neighboring factory center than in
the college town.

One dean, who has been unusually successful in pro-

The College Home and College Vices 127

gressive and effective religious work among college un-
dergraduates, writes of this:

"There ought to be a law, federal if possible, prohibiting
the presence of such things at a college center. Communi-
ties regard colleges as sources of revenue and should be re-
quired to choose the college or the dives and saloons. Look

at the colleges located in towns next to the

River, across which, on the side, such things line the

banks. State laws are inadequate and local option is too
uncertain. All these vices huddle in college towns, seeking
like buzzards the easiest prey. Something of this kind is
possible, it seems to me, where the government makes ap-
propriations, as in the case of state colleges and universities."

These are not fanciful pictures, but facts bearing
directly upon the question of college reorganization.
For our purposes they are not matters for the social
settlement in the slums of a great city, but everyday
influences acting upon the college home lives of a very
large proportion of our undergraduates, and affecting
their training for citizenship. They are the things which
make the ninety per cent of the student life the most
important department of the college because it is to
determine the results in college and in after life of the
work of the other departments. They also bear upon
the great duty which the college owes to the common-
wealth and to all connected with its own self.

But another terrible aspect of the social evil in college
is that the women are frequently of a low class, who also
consort freely with mill hands, miners and rounders of
the worst type, and are almost of necessity diseased and
almost as certain to communicate these diseases. From
the very nature of the case our college students are not
financially able to indulge in expensive luxuries of this

128 The Reorganization of Our Colleges

kind, and as a matter of fact their indulgences are fre-
quently with such a low grade of women that disease is
almost sure to follow. And this is what is happening
and for years has been happening daily throughout our
institutions of higher learning; and not only in them
but among the boys in our large preparatory schools and
high schools, especially during vacations. The preva-
lence of these evil conditions constantly tends to fur-
ther lower college sentiment and make it easier for any
student to drift with the crowd; and strange as it may
appear, those who have become diseased often seem
most anxious to justify their condition by inducing others
to join in their vices.

' Moreover, at this very period of life, when nature
intended that the sexes should meet in pure and natural
association, our young college men are largely deprived
of opportunities to meet young women of their own
station in life, and thus are the more easily tempted by
the vile. There are many lowering and evil tendencies
and factors in our grouping together thousands of young
unmarried men in colleges and universities, which must
in a geometrical ratio produce a decline in the personal
morals of the individuals and of the college home life,
unless actively and wisely combated in the college homes
themselves. This tendency, unless studied and checked,
must, in the nature of things, grow steadily worse —
and this has been the case too frequently during the past
twenty-five years.

Secondly, these conditions have been made worse by
the very course of the college authorities and alumni.

We would expect the psychologists and philosophers

The College Home and College Vices 129

of the faculties and among the alumni to anticipate such
a condition of affairs, and to forewarn all factors inter-
ested in the problem, and to unite them to combat an
evil which cannot stand still, which must be dissected
and studied in all its ramifications, and then constantly,
wisely and consistently combated, unless it is to assume
greater and greater proportions under such favorable
surroundings. But comparatively little of this has been
done. We have not realized that these great evils are
not the products of the college financial, pedagogical
or administrative departments, but distinctly and almost
solely of the student life, and hence to be studied and
combated therein. In some colleges there are lectures
upon these subjects, but instead of being treated as the
performance of a high duty toward the commonwealth
and its homes, the lectures are often so low and broad
in character as to do more harm than good, serving as
student jokes throughout the course./ In one institu-
tion for many years the medical students were openly
advised by a prominent professor to have illicit inter-
course so that they might better understand some of
their studies; with the local results which might have
been expected. / On the other hand, not only have our
college authorities failed to properly study or combat
these evils, but they have too often emphatically and
unceasingly denied their existence, when a little exami-
nation would have shown them that they were wrong.
One professor, in a college situated in a community
which morally is notoriously one of the worst in the
country, was quite indignant at my suggestion that in
his institution any considerable proportion of the under-

130 The Reorganization oj Our Colleges

graduates were diseased. But after a frank discussion
of facts and local conditions, he admitted that the
average might be as high as thirty per cent. Again and
again this fatal blindness, and even unwillingness to
see, of our college authorities is encountered by those
who investigate the college home life from the only sane
and safe standpoint, that of the students themselves.
On the other hand, there are many who admit the full
extent of the evil, but ask what can possibly be done to
meet such an insidious enemy.

This assurance that these evils do not exist in their
own institution, and this failure to have any adequate
appreciation of the evil or of the means to be taken to
lessen it, are about on a par with the college policy
which for years allowed the playing of intercollegiate
games away from the home grounds and in the largest
cities. This increased the gate receipts, but at the same
time so aggravated the growth of vice among the stu-
dents that out of very shame the college authorities had
to require all games to be played on the home grounds
of one of the contestants.

An up-to-date administrative department would have
foreseen this evil result, or would have felt at once the
lowering of the moral tone of the college, and would not
have waited to enforce a remedy until the scandal com-
pelled action. This is but another instance of how the
college is always looking backward ; or, as one astute pro-
fessor writes, who has widely studied conditions in many
institutions, especially at the West:

"I have noted one most curious characteristic among
many of my colleagues — they cannot rid themselves of the

The College Home and College Vices 131

delusion that they are still concerned with the secluded spot-
less life of the New England college of eighty years ago."

Such delusions as these are not only fatal to the under-
graduate, but proof positive that it is impossible for the
instructors under modern conditions to do their best
work in their own department and at the same time
perform satisfactorily the functions of another depart-
ment. Our duty to the commonwealth and to all the
other interests which center in the college demand that
we shall install an up-to-date business administration
which shall anticipate evil conditions, and nip them in
the bud or offset them so that they shall not ruin the
college product or any part of it.

But, thirdly, is there any tangible proof of these ter-
rible assertions?

Unfortunately, yes; although but a few examples will
be given to illustrate the failure of these public-service
corporations to do their full duty, and the crying need
of a business reorganization.

This question has been asked in universities where
local medical schools afford opportunities for medical
investigation which do not exist in the ordinary college,
and the following appear to be the facts: In city in-
stitutions, or those situated in or very near factory or
mining centers, the percentage of evil and disease is
usually greatest. This percentage is much larger in
the graduate schools than in the academic courses; and
in the latter the percentages steadily increase from the
lower through the upper classes; and it is not too much
to assume that in some cases at least twenty-five per
cent of those who complete the professional school

132 The Reorganization oj Our Colleges

courses have at some time been diseased. In some
places competent authorities put the percentage higher.
From one university a professor, whom I had asked
about this, writes: " Physicians tell me that venereal
disease is common, though not rife, here"; but these
terms should be reversed according to the testimony of
recent medical graduates from this institution.

Admittedly and fortunately, this does not prove that
this state of affairs prevails in every place. But it does
illustrate my claim that the colleges and universities are
not doing their full duty to the commonwealth or them-
selves. The institution last referred to has a member-
ship which exceeds the combined college enrollment
of the whole country sixty years ago. Yet it takes no
official account of a state of affairs — perfectly evident
to candid investigators — which largely unfits its stu-
dent citizens to do their best work during their course
or to grow into the highest type of citizens and parents
in after years. From the standpoint of the common-
wealth, or of the high interests which the colleges and
universities are presumed to safeguard and foster, can
I be charged with unfairness or extravagance of lan-
guage when I speak of the fatal blindness and apathy
of too large a proportion of our college authorities?

About a year ago the Associated Press sent out a dis-
patch telling how two Roman Catholic priests in a cer-
tain city, from their pulpits, had solemnly warned the
young women of their parishes not to associate with the
students of a neighboring university. Those who are
acquainted with the student conditions in that institution
know that these priests would be justified in almost any

The College Home and College Vices 133

measures which they might take to protect their young
women parishioners. A reputable physician has re-
cently stated that of his own knowledge all the under-
graduate members of a certain fraternity chapter (his
own) were diseased, with the exception of three fresh-
men who had just been initiated, and that almost all
the recent graduates had suffered in the same manner.
The dean of long standing of another university, himself
a fraternity member, told me that in his institution the
student life was so bad that it seemed to him that the
upper class and graduate members of the fraternities
seemed most anxious to see how short a time could
elapse between the regular fraternity initiation and that
into the prevalent vices of the student body; and he en-
forced this statement with some appalling instances al-
most too horrible to believe and certainly to repeat here.
In the college homes of some institutions separate towels
and other supplies are kept for those who are actively
diseased; just as in many such homes there are special
rooms and accommodations, " boozatoriums," for those
who are brought home drunk. In too many college
homes there is a fearful obscenity and filthiness of lan-
guage, but this is what is to be expected from the moral
conditions prevailing in the student life of those in-
stitutions.

Some very bad conditions in all these respects are
also to be found in many of our preparatory schools; and
these habits are carried thence and spread broadcast
through the colleges to which the students go, thereby
contaminating many youth who come directly from pure
home influences. On the other hand, it is the reflex in-

134 The Reorganization of Our Colleges

fluence of these lower phases of the college home life that
is likely to be reproduced in our high-school fraternities
in such an insidious form that they cannot be combated
with entire success.

The foregoing are but a few examples picked from a
mass of evidence, gathered by going to the right place,
the college home, and by sifting out the facts as care-
fully as possible, and with a full consciousness of the
terribleness of the arraignment of present conditions in
the student life department. Everywhere the convic-
tion is borne home that these conditions are the legiti-
mate results of two forces — the social and moral ten-
dencies of the age and locality, and the fatal blindness of
the college authorities and alumni and of parents to the
real extent of the social evil, and its accompanying vices,
and their theory that prohibition means prevention — a
survival of the mediaeval methods of the earlier college,
instead of a resort to modern scientific methods of at-
tempting to locate the underlying cause of the trouble
and then grapple with that.

But the growth of the drink habit among our students
is another chief cause for the lowering of college morals
in the college community and home life; and for this,
also, the college authorities and alumni are chiefly re-
sponsible. While our railroads are enforcing the rule
of total abstinence among their employees, and are even
requiring one member of a train crew to report another
member who has been drinking, our colleges are, in too
many instances, directly and indirectly putting a pre-
mium on the drink habit and increasing the toll of their
undergraduates who must eventually become confirmed

The College Home and College Vices 135

dipsomaniacs, and who, when drunk, are liable to yield
to worse temptations which would not otherwise ap-
peal to them.

As an example of how this is sometimes done in-
directly by the colleges, we find that in one well-known
denominational institution the college politics have for
years been practically decided at Saturday night gather-
ings in the barroom of a country hotel, where drinking
and the low stories of commercial travelers are the
preparation of some of the most influential students
for the compulsory religious exercises of the Sabbath.
It does not require much time spent in the homes of
this institution on a Sabbath afternoon to discover that
the hotel bar has a greater hold than the college church
on many representative undergraduates who largely
mold student sentiment. The entering freshman is
soon made to feel that he may cut church or sleep
through its services, but that he must be early and often
at the hotel barroom, if he is to figure in college pol-
itics and activities. No faculty in the land is more
touchy than this if it be intimated that the personal
morals of its students are low — so low, in fact, that a
large proportion of the well-to-do or prominent under-
graduates are grossly immoral, and constant and often
heavy drinkers, and have, in neighboring institutions
whose own students are certainly not slow, an unenvi-
able reputation for being tough.

In many institutions if a man wishes to be a strong
factor in college politics he must qualify in his earlier
years for membership in the junior and senior drinking
clubs. This means that for a certain proportion, often

136 The Reorganization oj Our Colleges

a large one, of the undergraduates it is a great thing to
have the capacity of "a tank" and a marked ability to
drink the other fellow under the table.

Moreover, the commencement ideals of many of our
colleges and the scenes at many alumni banquets are
directly conducive to a constant and further lowering
of the moral tone of the college community and home
life. Recent classes returning for their reunions must
provide free beer and the services of professional bar-
keepers to prove that they are worthy sons of a noble
Alma Mater; and large numbers of undergraduates are
urged to drink at these free bars, which are openly
patronized by many professors. Do such things throw
any light back upon the habits and moral atmosphere
of the college lives of the recent graduates? Indeed, it
is the honest belief of many young alumni that these
moral conditions in the colleges can never be greatly
bettered ; that they are inherent in the college and must
always be about as bad as at present. They admit
the evils, and will tell of the conditions as they knew
them in college; but they earnestly contend that the pres-
ent moral conditions cannot be permanently improved.
They are absolutely correct in their conclusions — unless
there is a complete reorganization of our colleges upon
business principles, and with the new and higher ideals
of a college state, and a full appreciation of the duties
which are owed to the commonwealth and to the stu-
dents who are in training to be citizens therein. Here
is another straw to show what must have been the moral
atmosphere which these young men breathed in college.
A professor writes:

The College Home and College Vices 137

"This cannot be put too strongly. One of the greatest
difficulties is with the returning graduates, few of whom wish
any change — except more 'quiet' — in this matter."

College and fraternity banquets frequently end in
drunken orgies. Do such facts tend to prove the truth
of the charges here made against the conditions of the
undergraduate home life? If so many of our promis-
ing alumni, who were prominent in college, use their
alumni and fraternity banquets for " drunks," it fol-
lows conclusively either that the seeds of these habits
were sown in undergraduate days, or else that their
college course left their moral characters so weakened
that they could not withstand the temptations of after
life. I am grieved to say that either explanation proves
my case against the colleges and their authorities and
alumni.

The impressionable youth from the farm, or from the
carefully guarded home where all mention of such vices
has been constantly avoided, is not the person most to
blame if he is perverted by the foul atmosphere for
which his elders are largely responsible; or if he imag-
ines that he is doing only what the college world is doing
when he joins in the vices which he finds prevalent in
his own college home and among his intimates, and
sanctioned by the example of prominent alumni. At
least he has pretty good ground for his belief that this
is a fair representation of the whole college life and
"that everybody does it." It is not at all surprising
that under such conditions we find that a large propor-
tion of our students are, before graduation, steady
tipplers if not incipient dipsomaniacs. They are not

138 The Reorganization oj Our Colleges

content with drinking beer, but must have cocktails and
highballs and similar stimulants as regularly as old
topers.

What would happen in a business department where
such an atmosphere was discovered? Do our college
authorities or our undergraduates appreciate that many
of the latter, if they are to hold responsible positions,
must give surety bonds ? And that the bond will not be
issued if the applicant is found to be a heavy drinker or
immoral? Or that the bond will provide in substance
that the employer "will immediately notify the surety
in writing upon becoming aware that the employee is
gambling, speculating or committing any disreputable,
lewd or unlawful act?" Is this the true ideal of a
college education for citizenship?

It has been claimed that twenty per cent of the men
who come to the Water Street Mission, and one third of
those who ask for beds at the Bowery Missions in New
York City are college men, and that over one hundred
college graduates are behind the bars at Sing Sing.

This must be taken with the qualification, on the one
hand, that it covers not only college graduates, but all
those who have had any higher education, here or
abroad, corresponding to our college course; and, on the
other hand, that it covers but a small fraction of two per
cent of our total population. Any decent business ad-
ministrative department would long ago have realized
that thfe was largely the college waste heap, and that
here were sociological problems of the highest moment
to it and its future success and which it ought to study
first of all. The record could not be as bad as it is if the

The College Home and College Vices 139

duty of the college to the commonwealth was really par-
amount in the eyes of college authorities and alumni.

The position of the college authorities upon this whole
question of the student life and the college home is well
summed up by a distinguished professor, investigator
and thinker, born and educated abroad, who writes:

"What you say of the inattention of the authorities can
be no more astounding to you than it has long been to me.
It is the most nonplussing fact that I have encountered.
Most astounding is their satisfaction with things as they are.
Did you ever know folk who sang so many paeans to them-
selves?"

Of this letter a college professor writes:

"I greatly doubt the fairness of this. I believe the general
attitude to be (i) We cannot do anything to remedy this.
(2) If we could, the demands of our professional duties
leave us no time."

I can only say in passing that this is one of the best
arguments that I have heard for a separate administra-
tive department which can do something and which has
time for that which is far more important and funda-
mental than instruction in books, to wit, character-
building!

Surely the evidence need not be multiplied, as it could
easily be, to show that I am justified in my assertion,
here repeated, that " in many of our larger colleges and
universities, and in too many of our smaller ones, a very
considerable part of the college home life is rotten —
terribly so."

I am not now discussing these things from a moral or
religious standpoint, but merely as a reorganizer who is
trying, in a purely business way, to determine whether

140 The Reorganization oj Our Colleges

our colleges do need reorganizing because their admin-
istrative and student life conditions — which lie at the
very foundation of their usefulness to the individual and
the commonwealth — are thoroughly and unnecessarily
bad; and what are the essential elements of the college
which must be considered when preparing a plan of
reorganization; and what are the evils to be avoided
in the future, and the methods by which this shall
be done. This is solely a dispassionate discussion of
whether our colleges should be reorganized by admin-
istrative experts on modern business principles, or by
their own pedagogical experts on college ideals and by
college methods, so called.

Viewing our institutions from the business man's
standpoint, and not from that of the moralist or theo-
logian or cataloguer, we find vicious methods and ideals
which waste the time, strength and temper of teachers
and taught; which largely unfit the pupils for future
good work, while failing to properly train them as in-
dividuals; which fail to use to advantage the various
available agencies which would enable them to do
better work; which omit to study or combat the influ-
ences which corrupt the college community and home
life; which build high the college waste heap, yet neglect
utterly to study it, or even to realize what a reflection
it is upon the institution that the heap steadily grows
larger instead of smaller.

But there is also another and even higher view that
must be taken of this matter. I have shown how
the colleges have become quasi states, because of the
powers, rights, functions and bounties which have been

The College Home and Colleges Vices 141

conferred upon them by the commonwealth, and that
in return they owe important reciprocal duties. The
home is admittedly at the foundation of the state. The
colleges are committing an unutterable crime against
the state and all its citizens if, while they are educat-
ing our young men, they do not do all in their power
to safeguard their future homes from drunkenness
and disease. Physicians tell us that one form of these
diseases can never be surely cured, and that we can
never know certainly that the other form is permanently
cured. How well are the colleges repaying their obli-
gations to the state and to the public when they allow
vice to grow rampant in the college homes — it makes
but little difference whether disease is "common" or
''rife" — and yet do not raise a finger toward concert-
edly studying the facts, or toward getting at the real
source of the evil, or toward stamping it out, as our
Government has stamped out yellow fever in its trop-
ical possessions. The colleges are too often blind
leaders of the blind, with low ideals, and a terrible
record behind them from which they must be rescued
by reorganization. I repeat that their record as pub-
lic corporations is in many ways far below that of
many of their fellow-servants, the public-utilities cor-
porations.

If, without intelligent study of their own problems
and conditions, or the adoption of ordinary business
methods amply sufficient to remedy the evils in large
part, our colleges are yearly discharging into the body
politic thousands of diseased men or incipient drunk-
ards who otherwise ought to be largely the fathers of

142 The Reorganization of Our Colleges

the educated class in the next generation, the question
is one that chiefly affects, not the wrongdoing colleges,
firmly secure in their rich and inalienable endowments,
but the state and its future, and the helpless families,
wives and children which it is bound to protect.

Carefully prepared statistics in an old and prominent
university indicate that only about seventy per cent of
its present graduates marry, and that the average num-
ber of children per family is 2.3, including female
children, those who die in youth and those who do not
marry ; or about forty per cent of the number of children
per family a century earlier. It is evident that, if this
is anything like a fair average, the ordinary college
class does not even reproduce itself, and that the college
would actually soon die out if it depended for students
solely upon all of the sons born to its graduates. In
other words, the college graduates belong to a tree
which is dying down, and not to one which is increasing
in size. Physicians tell us that the conditions which
have been referred to as prevailing in some college homes
may be in part responsible for results such as those above
named. But however this may be, is it too much for
the parents of the land to demand of the college author-
ities a strict accounting as to how they have fulfilled the
duty which they owe, to the commonwealth and to the
homes therein, to train and turn out the highest types
of husbands, fathers and friends?

At this point the college home touches every home,
and its home life affects the future of the state; and the
state and every parent in it have the right to demand a
reorganization of this part of the college economy, and

The College Home and College Vices 143

its proper administration in the future; so that here at
least there shall be a college education for citizenship in
all its planes.

The state cannot assume the functions of the colleges,
nor administer their $600,000,000 of funds and property.
It can only force them to do their own work properly,
and to keep their student life department clean and en-
nobling, so that they and their graduates shall not be
an actual menace to the state itself and to its innocent
citizens, especially in the future.

This chapter, to this point, has been submitted to
many men prominent in and out of college, and I have
been much interested in their replies. One, who is at
the head of a great and successful religious movement
among undergraduates at the West, writes: " These are
hard things but true." Another says: "You have
rather understated the facts as I believe them to be in
four Southern institutions with whose student condi-
tions I am intimately acquainted." One thinks that,
from his own experience, the facts must be exagger-
ated. Two doubt the advisability of publishing the
facts so fully, yet expressly state that they were cor-
rectly given.

Not one denies thaty in the main, the arraignment is
justifiable and correct.

Not one has a word to say approving the past course
oj the colleges in these matters.

Others have thanked me for the chapter, and heartily
approved of my position therein. One divine, who for
many years has been at the head of the college work of
a great religious denomination, in answer to my ques-

144 The Reorganization oj Our Colleges

tion whether I should publish this chapter, replied : "Yes,
by all means; even if you print nothing else."

For the purposes of the reorganizer, the question of
chief importance is not whether the statements of this
chapter are exaggerated. That is merely a matter of
degree. The really important questions are quite dif-
ferent. Does this chapter correctly point out and define
dangerous forms of evil which are unnecessarily prev-
alent among our students? And correctly place the
exact location of these evils in the college economy?
And the manner in which these evils are now regarded
by the students, parents and community, and the col-
lege and fraternity authorities and alumni? And the
methods — if any — now employed to root out these
evils, or minimize their baneful consequences ? Have all
those interested in the college problem, or who could
contribute to its solution, done their full duty in study-
ing this ninety per cent of the student life, and the
peculiar surroundings and temptations of the under-
graduates in the college community and home, and in
applying wise measures to meet the conditions thus
revealed? Is the college, as a public corporation, doing
its full duty in this respect to the commonwealth? If,
after patient investigation, the reorganizer can truthfully
answer "yes" to the last two questions, he must feel that
he can do little where so many others, who should be
better judges, have failed. But if he must answer "no,"
there is hope that a correct diagnosis will lead to a
successful prognosis.

To the moralist, the mistakes of the past are a source
of regret and complaint; to the reorganizer, a mine of

The College Home and College Vices 145

information ; for to him the present and the future are
the important things. Wherefore he looks upon the
errors of the past as things to be carefully charted that
his own bark may sail safely where so many others have
been shipwrecked.

CHAPTER XII

THE DOMINANT POSITION OF THE STUDENT LIFE
DEPARTMENT

Is there, then, a remedy for the evils of the student
life department? I unhesitatingly answer "yes," if we
are willing to pursue a philosophical rather than a Puri-
tanical course — to adopt modern business methods
rather than those heretofore recognized as college
methods.

It is largely because, in the absence of a separate ad-
ministrative department, we have not clearly analyzed
the fundamental change in the college or fully appre-
ciated its significance to state, institution, faculty, stu-
dents and parents, that there has been so much of chaos
and conflict in our modern concept of the college and
its functions and place. A correct analysis of the col-
lege itself and of its constituent parts ought greatly to
simplify these problems and point the way to a remedy.
Otherwise, let us candidly confess that the analysis it-
self is probably at fault and that our argument is vain.
It is easy to apply this test.

Differences and disputes largely result because men
argue from differing premises, not clearly thought out;
but it is strange that this should be strikingly so in our
colleges of to-day; that they, which claim the name of
institutions of higher learning, should not have care-

146

Dominant Position oj Student Life Department 147

fully gathered, arranged and analyzed the facts about
themselves — financial, executive, pedagogical, student
life and administrative — and that, with these common
premises agreed upon, all interested in the college prob-
lems should not also have agreed pretty well upon the
remedy and line of action.

Let us, then, again and further consider the quasi col-
lege state and its constituent parts, to see if we can for-
mulate and agree upon some premises on which to base
our future course.

All will agree that an ideal state should have good
written laws, honestly and fairly enforced; and an in-
telligent and upright body of citizens, who, under an
enlightened public sentiment, maintain a high ideal in
their political and other relations to the commonwealth,
and as well in their business and community lives and
in their homes; and further, that any state must be pro
tanto a failure where the laws are poor or poorly en-
forced; or where the political, community or business
lives of a majority of the citizens are on a low level; or
where the homes are uncultivated and debasing in their
general influence. An upright judge can give an im-
partial trial and inflict merited punishment after con-
viction, but not much else. It is not his duty to detect
crimes, or to apprehend the criminal or to render the
verdict. Notwithstanding all his efforts, justice may fail
because the laws are faulty, or because public senti-
ment shields the criminal, or even aids in his defense or
forces his pardon after conviction. The law, the citi-
zens, the home, and the enfolding public and private
sentiment which ennobles each of these, are each and

148 The Reorganization of Our Colleges

all of them essential to the perfect commonwealth, and
anything short of this makes it imperfect as a whole, no
matter how perfect any one department or plane may
be. So a man cannot be a complete and efficient citi-
zen unless he fulfills all the obligations which he owes
under the written law of the state, and in his general
political or civic relations, and under the unwritten law
and comity of his community, business or profession, and
in his home. No matter how perfect he may be in any
one of these planes of his life, he is one-sided and in-
complete if he unnecessarily fails in the others.

Our colleges have failed to agree as to their ideals be-
cause they have not adequately appreciated that they,
too, are pro tanto unsuccessful if they do not do their
full duty to each student citizen; if they do not, so far
as possible, within the limitations of a four years'
course, set him forward on his road to become a well-
rounded man, trained to do clean and clear intellectual
work, whatever his vocation; but also able and willing
to take his part in the struggle for the highest and best
in the political, professional or business life of any com-
munity of which he may become a member; and as
capable of becoming the head of a family which shall
in the end add to the citizen wealth of the common-
wealth. Here, too, is the real duty of the college to the
state : not merely to turn out strong and fully developed
scholars, but wholesome citizens who shall be well-de-
veloped students and thinkers, high-minded business or
professional men, fathers of ideal homes, and able to
lead in political, civic or social affairs. Some of these
objects are before each of our colleges, or before some

Dominant Position o] Student Lije Department 149

men in every college, but it may be questioned whether
any institution has had them all so clearly before it that
it has thoroughly appreciated the true relative functions
of the instructional department and of the college com-
munity and home life, in the education and training of
the future citizen, which, for four years, has been placed
by the commonwealth in the keeping of the college.

Hence, for reorganization purposes, we may classify
our colleges, or the dominant influences within them,
according to the predominance in each (a) of the peda-
gogic, or (6) of the college community, or (c) of the col-
lege home life forces.

(a) We find one class of colleges or college forces
which places an undue emphasis upon what they are
pleased to call scholarship, but which may too often be
merely rank, and a diploma under a vicious marking
system, or mere intellectual acquisitiveness with no abil-
ity to impart or use for the good of others, for it may
be united with a poor physique, the habits of a recluse
or crank, the shortsightedness of a bigot, the manners
of a boor or a general inefficiency. The result may be
an intellectual prodigy, but a practical failure from the
standpoint of the state, the citizen, the business or pro-
fessional man, and the family. There have been many
such cases among those who have graduated in the first
ten of their college class. In these instances the merely
pedagogic or book-learning side of the course is liable
to be overdeveloped; and the unthinking or prejudiced,
seeing its manifold failures to produce efficient and
all-around citizens, condemn the institutions where
these ideals are followed too exclusively. Even Phi

150 The Reorganization of Our Colleges

Beta Kappa honors may be so misused. Only recently
I asked an unusually bright and capable student, at the
end of his junior year, why he had not gotten into Phi
Beta Kappa. He replied that he could easily have
done so if, like many of his classmates, he had elected
certain easy courses in which he could have taken high
rank with no exertion; but that he planned to study
law, and felt that he needed all the history and eco-
nomics that he could get. By so doing he had gained
much better preparation for his life's work but had lost
in college rank, and evidently had acquired a contempt
for the men who studied for rank rather than for worth.
It is unfortunate that upon every college faculty there
are some who apparently look upon college rank as
synonymous with a college education, and who cannot
understand that, in truth, the studying for rank in
college may have blotted out, in many instances, any
ideal of training for complete and efficient citizenship
in the future. I am not in the least decrying so-called
scholarship in colleges. On the contrary, I would have
more and more and still more of it in the reorganized
college, if it means the ability to think clearly and well.
But I would not exalt the spurious article — the marking
system variety. The college course is not to make a man
a scholar but to render him scholarly. True scholar-
ship can come only in the graduate school, followed by
years of independent work. The college course can
only implant or nourish the seeds of scholarliness, the
desire, ambition and ability to become a scholar.

I would let true scholarliness count for its exact value
in rounding out the character and efficiency of the

Dominant Position of Student Life Department 151

future citizen. I would build it deep into the reor-
ganized college that manhood, not marks — wisdom, not
knowledge — efficiency and unselfishness, not a diploma
and selfishness — are what will count in the world's work
of the individual in the years to come. I would gladly
double the amount of solid intellectual work done by the
average student, but at the same time I would make it
perfectly plain to him that I was not aiming to raise his
college rank but his future effectiveness — and the aver-
age student would respond most heartily.

(b) Another class of colleges — or the dominant in-
fluences therein — have placed an undue emphasis upon
the college community life, chiefly as seen in intercol-
legiate athletics. Admittedly,the results have been dis-
astrous in many ways, and on every side we hear these
results held up to prove that all intercollegiate athletics
should be abolished. Yet these contests, and the
training and coaching incident to them, may have
their undoubted use in rounding out certain phases of
the character of the future citizen which cannot be
gotten from mere books or recitations. Such contests,
rightly conducted, teach the student citizen loyalty, en-
thusiasm, discipline, unselfishness, and the ability to or-
ganize his fellows for a common purpose and to work
with others for such a purpose. Everything which help-
fully trains the student citizen in his college community
life tends to make him a broader minded and more
efficient citizen in after years when the commonwealth
asks what important political and civic benefits it is
to derive from the talents committed for four years
to the control of the institution, as distinguished from

152 The Reorganization of Our Colleges

the parents' home and the business world. Admittedly,
in intercollegiate athletics the college community life has
been too often overstimulated and overdeveloped, and
the strictly studious side has been improperly dwarfed
and neglected. But the enthusiasm of modern college
reunions and commencements, and the vast sums of
money which have flowed therefrom into the college
coffers, have been largely the result of the inspiring
college community life. Presidents and faculties have
encouraged intercollegiate contests because thereby
they have gotten hold of their own alumni and have
brought into view the financial needs of the college.
But they should have seen that if there was any chi-
canery in their intercollegiate athletics, to that extent
they unfitted their student citizens for clean citizenship
and civic righteousness in future years.

(c) But there is a third class of colleges in which an
undue emphasis has been placed upon the college home
life, and in which the social activities are apt to be over-
stimulated so long as undue prominence is given to the
college home. The fraternity and club have, or may
have, their great and beneficent uses in rounding out the
character of the future citizen. They can and often do
furnish him with the polish and social culture which
will give him great power for good in after years. They
can or should train the personal traits and moral qual-
ities which will go to make him the good son, husband,
father and friend, and able to get on with his fellow-
men, and which assuredly are not less important than
mere intellectual vigor or intelligent citizenship. I have
seen too often with my own eyes the splendid educa-

Dominant Position oj Student Lije Department 153

tional effects of a good fraternity home to have any
doubt as to its real power. But I have been impressed
by the danger that such a home may make a man lazy
rather than vicious, and that it must have some un-
failing gauge upon the outside which will insure good
intellectual results within the home, as well as the un-
doubted social benefits which come from a good home
either within or without the college. As there may be
overdevotion to study or to athletics, so there may be
overattention to the social functions and other distrac-
tions of the college home.

It is at this point that one weighty objection is made
to the fraternities. They do — like soft culture courses,
and unlimited electives, and overstrenuous athletics,
and many other unregulated parts oj the college — tend to
distract the attention of the institution and its students
away from scholarliness and interfere with good peda-
gogical work. But, as we shall see, the trouble is not
with the fraternities nor peculiar to them. We are look-
ing at the effect, and not at the cause, which lies far
deeper and in the college organization. All these things
are important elements in a college education adapted to
modern conditions, and have their essential places there-
in. But they have not been kept in their proper places
nor within their proper spheres, and it will not be diffi-
cult for us to see why this has been so. Therefore, let
us watch carefully for the reasons why, in an institution
devoted, like Alma Mater, to higher instruction, the
best and the most necessary innovations and improve-
ments have run amuck, and have wrought widespread
demoralization, and great and irreparable loss of splen-

154 The Reorganization o) Our Colleges

did citizen material, and unpardonable failure as a
public servant. There must be such reasons! Hence
we can never propose and carry out an adequate and
successful reorganization until we can put our finger
upon the exact point in the college economy where the
evils have been wrought and the mistakes made, nor
until we have plucked up courage to fight these evils in
the right way at the right spot — and no other ! We shall
then perceive that the trouble has not been with these
new elements of the college, but rather with the way in
which these elements have been handled; that electives,
and Germanization, and the new college-university, and
intercollegiate athletics, and the fraternities, and scores
of other things, are essentially right and necessary in the
new college state — although they were not in the older
college based upon the home — and that the trouble has
been that, in all these cases, we have allowed the means
to become the end, the servant to become the master;
and that the pedagogical department has suffered cor-
respondingly. I intend to show why this has been so,
and what is to be the remedy.

We shall, then, have made material progress toward
the solution of our reorganization if we can substan-
tially agree upon the following premises: that the col-
lege annually receives a fresh crop of embryo citi-
zens, breadwinners and home-makers, for whose training
for citizenship it is directly responsible to the state,
and whose future usefulness and development depend
largely upon the true wisdom displayed during these
four years by the college authorities; that this annual
crop is a heterogeneous collection of all kinds and

Dominant Position oj Student Lije Department 155

conditions, mental, moral, physical and financial, in
all stages of life-growth, and each requiring individual
treatment to counteract his weak points and substan-
tially develop his strong ones; that this treatment must
be applied in varying measure to the individual by the
college in its coordinate and correlated instructional
and student life departments; that each of these de-
partments has its great and substantial functions at this
period of the young man's life and growth, and that
failure properly to use any of these functions may result
in stunting his future usefulness as a citizen, bread-
winner or home-maker; that these departments have
differing values and possibilities in rounding out differ-
ent students to complete manhood; that therefore each
department must be maintained in a state of the highest
efficiency to do its part for each citizen student; that
this is the period when "the preparation for life" is
about drawing to its close, and "life in earnest" is
about to begin; and that many of the things which are
to round out the character and efficiency of the future
adult citizen are not pedagogical in their nature or are
only remotely so.

If we can agree upon these premises it will be not
very difficult to classify and arrange most of the fail-
ures and mistakes of our colleges, for they fall within
the pedagogical, or the college community or the college
home life departments, which have been running wild,
without governor or fly wheel, and which can be brought
back to their true relative positions and values only
through an outside agency, the separate administrative
department.

156 The Reorganization oj Our Colleges

And what is true of the colleges tends to be even
more true of the undergraduates. If the doctors cannot
agree, much more will the patients be at sea. If the
colleges themselves have not been able to study out the
meaning and relative values of their own departments
and functions, much more are the undergraduates and
their parents likely to become confused in this regard.
Hence we find the students also divided largely into
three classes who respectively lay supreme importance
upon the studious, the athletic or the social sides of the
college state, and thereby lose sight of the true educa-
tional symmetry and effectiveness of the course as a
whole, but according to the individual needs of each
student.

Let us, then, get a clear conception of the objective
of the college. Intellectual training is not its chief ob-
ject, but rather citizenship and the training for splendid
and fruitful work as a citizen in the broadest sense in
which the word can be used. The agencies by which
this true and well-rounded citizenship is to be devel-
oped are intellectual training and the college commun-
ity and home lives. Of these, intellectual training is
usually, but not always, the chief agency of the college
in fulfilling its chief object — the promotion of citizen-
ship. But the most learned pedant may fall far short
of the perfection of citizenship which his college course
might have wrought in him, and far short of the attain-
ments in this regard of the men of lowest rank in his
class, or of an unlearned and unlettered noncollege
fellow -citizen.

If mere bookishness rather than citizenship be the

Dominant Position of Student Life Department 157

chief thing, then let our boys be educated at home under
tutors. Often this will cost less and the young men
will have a greater and deeper book knowledge. But
it will be at the expense of most that is best and most
character-building, formative and rewarding in these
four years. If, then, the individual student cannot af-
ford to forego the ninety per cent of the student life
of these four years, it is self-evident that more, much
more, intelligent and sympathetic thought and effort
must be spent upon this ninety per cent by the elders
of all classes, and chiefly by those who are not the
pedagogues, and especially by the alumni and parents.
Ten instructors, working in relays, could not do the
home work for its members which a good fraternity
home does. But this very power for good warns us
that we must guard against a like inherent power for
evil.

Let us not forget, then, that citizenship is the great
object of the college; and let us be careful not to con-
fuse this object and the agencies through which this
is to be worked out. Especially let us make this fun-
damental difference plain to all concerned in the college
—faculty and students, trustees and alumni, parents
and preparatory-school agencies. From this point of
view the intellectual training and the college commun-
ity and home lives take on new meanings — as mere
agencies — and fall naturally into their proper places in
the college reorganization plan.

While we may admit that in the majority of cases
the scholastic is the most important function of the col-
lege, we must not overlook the fact that the effects of

158 The Reorganization of Our Colleges

the college community and home lives may be quite
as essential in making the clean and cultured problem
solver, citizen and home-maker — especially as almost
fifty per cent of our college undergraduates now go into
business as their life work. This fact must not be
ignored when we weigh the relative ultimate value to
the average student of the pedagogic and student life
factors of his college course. Nor must we overlook
the fact that in the eyes of a large part of our college
constituency — the students and their parents — the stu-
dent life is relatively the most important factor, as it is
in the eyes of the authorities of too many of our colleges.
Admittedly, a considerable proportion of the students
care most for the athletic and social elements of their
course. But it is also as true that many parents have
very little care for the scholastic side, but look upon
the course as chiefly important because it tends to fit
their children for eminence and success in business and
political or social life. This is natural when we con-
sider how little real value true scholastic improvement
frequently has under the present college system, which
too often subordinates true scholarliness and learning to
athletics and social functions.

It is vitally important to the instructional department
to make plain the value of scholarship in the life of the
future citizen. Else in too many cases the student life
factors will continue to occupy, relatively, a too impor-
tant position in the minds of parents and students.
" For what is a man profited if he shall gain the whole
world and lose his own soul?" Much more, what is an
undergraduate profited if he shall gain a sixty per cent

Dominant Position oj Student Life Department 159

marking system college diploma and lose the whole
world of his future as a forceful citizen and clean man
and true parent? Tens of thousands of such diplomas
have been gotten in the college pedagogic department,
and at the same time as many splendid futures have been
lost — to the state, the community and the family — in
the college community or the college home. In many
many instances which was the greater, the ten per cent
or the ninety? If you would know the true answer,
study the college from the standpoint of the under-
graduate and his future, and the college education from
within the portals of the college home, for therein you
will find the man himself; and the college sheepskin will
appear at its true value in life training and life work.

We have shown how little pedagogy has to do, under
present conditions, with the student life factors of the
college course; nay, rather, how pedagogy and the stu-
dent life are often at odds and pulling in different di-
rections. Hence it follows that some new force must
be introduced into our college economy which shall have
the distinct power and duty to analyze and set forth
the real state of affairs, and to lay out and enforce a
policy broad enough to cover, in the college organization,
the rights, duties and privileges of the commonwealth,
the institution, the faculty, the students collectively and
individually, the parents, the fraternities, and all other
persons or interests in any way concerned in the won-
derful cosmos and congeries now known as a college or
university. This new force must be independent of any
of the other departments over which it must exercise
supervision, yet with which it must work in the closest

160 The Reorganization o] Our Colleges

sympathy. To do its most effective work it must be
self -centered and independent, and must be avowedly
organized and recognized upon that plan. Otherwise it
entirely loses its greatest source of power and efficiency.
It is with this in view that we approach the subject of
administration as it is now known and practiced in the
business world, and the separate department of adminis-
tration which must be organized and developed within
our colleges if we are to get adequate results from our
enormous investments therein, past and present, of time,
money and men.

But it is proper to point out here one great evil and
wrong which has grown out of this failure to see whither
the college was drifting. Boys used to go to college at
twelve to fifteen,1 but now it is considered unwise and
unsafe to trust a boy at college before he is at least
eighteen. Candid principals of high schools admit that
many boys might easily be prepared to enter at sixteen
or seventeen, but that they are kept marking time till
they are old enough to be likely to " resist the tempta-
tions of a college life." But, as we have seen, these are
solely the temptations of the college community and
home lives. Hence it is evident that the failure of the
colleges to study and control the student life depart-
ment has been the very place where the colleges have
lost the confidence of the parents, the secondary-school
teachers and the world in general; and that this loss of
confidence is putting a handicap of one or two years
upon many of our future citizens who think that they
must take a college course — a handicap which does not

» "Individual Training in Our Colleges," Chap. III.

Dominant Position o] Student Life Department 161

exist in the case of the young men who are considered
quite fit to enter business or the trades at sixteen — and
that this is one of the many points at which these public
corporations fail to do their full duty as servants of the
state. "College temptations," then, constitute an ele-
ment in the life of the schoolboy, the undergraduate and
the future citizen, which must be thoughtfully and can-
didly considered in any college reorganization. But we
must not overlook the fact that the present conditions
have arisen and become regnant under the so-called
pedagogic control of our colleges. We must look to see
if we cannot find some new agency or department which
can succeed where college pedagogy has failed so sig-
nally.

An examination of Who's Who in America shows that
a very large proportion of our real leaders are college-
bred men and that a college education still implies
leadership. It makes no matter whether, with the im-
provement of the high schools, this proportion will con-
tinue to be as great in favor of the college-bred men.
The fact remains that, more than ever before, the
high-school boy studies and imitates the college under-
graduate and his methods, and that in this sense the
college has a far greater — and increasingly greater —
influence over the youth of our land. The high-school
boy is not particularly interested in the pedagogic side
of the college but in the student life, and especially
in the college community life as exemplified in inter-
collegiate athletics, and to a less degree in the college
home life as exemplified in the fraternities. The re-
flex action of the college and of the college training out-

1 62 The Reorganization oj Our Colleges

side of the class room is therefore stronger than ever
before upon the high-school boy, whether or not he
is going to college. The thousands of young alumni
yearly discharged into the body politic may too often be
failures in the eyes of the elders but are quite as often
demigods in the eyes of the lads. Neither elders nor
lads have now any criterion by which they can surely
judge the effects of the instructional department of the
college upon the individual, but anyone can note the
effects of the student life department. Hence it is this
latter department which more and more becomes the
standard by which the college is judged, and hence it is
to be more carefully studied, watched and guarded by
the college itself and all those interested in the college
or its undergraduates.

Having thus studied the evils which have grown up in
the colleges, and fixed their exact location therein, let
us turn our attention to the modern science of business
administration, and see what it is and what it has ac-
complished; and, further, whether the college mistakes
and failures of the present and of the recent past have
not been caused principally by the failure to develop a
modern, distinct and coordinate administrative depart-
ment able to seek out and cope with the stupendous and
complicated social and educational problems of the
huge institutions of higher learning of to-day, which lie
quite outside the realm of pure pedagogy.

PART III

THE SEPARATE ADMINISTRATIVE
DEPARTMENT

CHAPTER XIII

THE SCIENCE OF ADMINISTRATION AND THE FUNCTIONS
OF THE ADMINISTRATIVE DEPARTMENT

As music is not a matter of strings or keys or instru-
ments, and as true oratory does not depend upon the
language or color of the orator, so administration is not
a matter of forms or method. In its higher sense, it
is an atmosphere, an enfolding and life-giving power,
which, consciously and unconsciously, acts upon and
sways everyone within its field of action, and nerves him
to do the best that is in him for the common cause.
Under such an enthusiastic consensus, a required form
is not a fetter, nor a prescribed method a manacle, but
rather the best instrument so far devised for accom-
plishing a common and desirable end, at a particular
time and place. Since the use of that very instru-
ment may elevate our ideals and ideas, it may itself
thereby become obsolete and unfitted to accomplish
the higher ends to which it has shown us the way;
and hence as we use it, we must be seeking for and
substituting new methods and instruments better fitted
for the higher ends.

Administration at its inception is the dominating
personality of an individual rising above his fellows
and, as master workman or proprietor, directly super-

165

1 66 The Reorganization oj Our Colleges

intending and improving their joint work for the good
of the common whole and of the separate parts. But
as the organization grows larger, two needs develop.
First, that the spirit of the chief organizer, rather
than his personality, shall be disseminated through the
whole, and thus reach the individual laborer or pro-
ducer; for there are greater ends than mere organiza-
tion and administration demanded of the chief, and it
is important that his strength be conserved for these
higher ends. Hence a system must be substituted for
his personality, which henceforth must act indirectly
and not directly, yet even more powerfully than before,
for it has a larger number to affect. His personal in-
fluence must be directly exerted upon a few and passed
on from them to others. Second, there must be found
a way in which this personal force may become a per-
manent force, acting as truly and as surely as ever,
notwithstanding a temporary or permanent absence of
the initial personality. Hence the order of develop-
ment of administration is first, the forceful individual;
second, the substituted system ; and finally, out of many
such systems, considered in the light of experiments, a
well-defined and widely used science. Administration,
then, has become a science, and the personal agents
through whom it has been worked out and through
whom it works, have become experts and specialists, in
the same sense as the doctors, lawyers, divines, teachers
or other human exponents of any other well-developed
science.

New problems constantly arise in this new science, as
in any other, both in its older fields and in the newer

The Science oj Administration 167

ones to which it must be applied. But this does not re-
quire that the practical workers in these new fields must
learn administration so that they shall be able to apply
it within the field with which they are admittedly better
acquainted than anyone else. A new cost system in a
factory does not imply that the skilled mechanics shall
leave their tools to put that system into effect. When
the sleeping sickness of Africa was to be met and con-
quered, it was not necessary or desirable to fetch a
native African, thoroughly acquainted with jungle con-
ditions, and educate him as a physician that he might
go back and study this local disease. On the contrary,
the great investigator and discoverer of germ diseases
was sent to Africa that his experience in allied fields
might be brought to bear upon local conditions. If
new problems arise in any particular line of business, it
is not necessary to educate, from among the practical
experts of that business, men who shall become admin-
istrators, so that they may study these new administra-
tive problems. On the contrary, we seek out the most
experienced administrator in other lines, that his wide
experience may give him a broader view of problems of
whose details he may have had no previous knowledge
or experience. The science of administration has its
well-defined rules and principles, and its well-trained
experts and specialists capable of coping with any ad-
ministrative problem, new or old, and wherever it may
arise. Thus we perceive that administration is, in its
essence, distinct from the rest of the business, and, in
that sense, is a new graft upon the old stem, which,
indeed, introduces new elements which soon become so

1 68 The Reorganization of Our Colleges

much a part of the tree that they can be distinguished
only by their fruit, which may be the most valuable
which the tree bears.

Here is where the colleges make their great error.
They mistake questions which are administrative in their
nature for pedagogical questions, and then imagine that
if new problems of administration arise within their
walls, their pedagogical experts must master and solve
these questions. On the contrary, they should bring in
administrative experts of wide experience to solve the
administrative problems which necessarily must be
simple and, in the main, must arise from the increased
number of students, professors and courses, and the
intricacy and hurly-burly of modern educational and
social conditions. No other business or profession as-
sumes that it is self-sufficient in everything, and that it
does not need outside administrative experts; but the
college authorities take it for granted that their business
is different from any other, and that they are in a class
by themselves and hence must handle their own ad-
ministrative problems. They erroneously assume that
because they deal mostly with human factors their prob-
lems are different from and, by their very nature, far
more difficult than those presented in other fields. On
the contrary, it is the human factor which is the most
troublesome in every business affair. The administra-
tive problems of the college should be, and are, far
simpler than those of a great business; first, because
they arise in one spot and are not scattered over wide
areas in the hands of underlings; second, because they
arise among and deal with our highest class of educated,

The Science 0} Administration 169

ambitious young men, and not among a crowd of for-
eigners unacquainted with our language, customs or
traditions; and, third, because the authorities have con-
trol over the community and home life of the students,
and so in one sense still reserve the right to act in loco
parentis. The ill success is due, not to the inherent
difficulty of the problems, but to the fact that the inter-
ests involved — the education of our future problem
solvers — are so important that any failure whatever
therein is noticeable and blamable.

Possibly my meaning can be made clearer by an actual
example from the business world. The making of fine
cigars is largely a matter of the manual skill of the in-
dividual workman, although the cheaper brands may be
made, more or less satisfactorily, by machinery. Hence
when a company recently took over a large part of the
cigar trade it was confronted, not so much with new
problems of manufacture, as with new problems of ad-
ministration. Undoubtedly, .factory methods had to be
systematized and improved, but even this was largely a
matter of administration. The same hands continued
to make the cigars — and especially the finer grades — in
about the old way and with about the former skill. The
really important questions arose in connection with ad-
ditional capital and with the handling and selling of the
goods after they were manufactured, and these problems
were practically administrative and executive in their
nature.

But we must carefully distinguish between manu-
facturing and manufacturing methods, and between sell-
ing and selling methods. A man may be a fine cigar

1 70 The Reorganization oj Our Colleges

maker but know nothing about factory methods, while
a good factory superintendent may not be a skilled work-
man. Or a man may be a fine salesman, yet know
nothing about the great sales plans of his employers, who,
in turn, might make poor salesmen. Under this huge
expansion in the cigar business, the manufacturing
needed merely extension along lines already well under-
stood in cigar-making; but the selling end required the
application to the cigar trade, for the first time upon a
very extensive scale, of administrative methods already
well known in other lines of business, but adapted to new
needs, and united with new methods evolved to meet
problems which arose first in connection with this new
business venture.

This will illustrate one cause of the poor results during
the recent years of great expansion in our colleges. We
must clearly realize the difference between instruction
and pedagogical methods or the science of pedagogy;
and between college pedagogy and college administra-
tion. College teaching, as such, is still the action of one
mind upon another. It is not a system or science. One
person may be an effective teacher, yet know nothing
about the science of pedagogy ; another may be expert in
the science and yet be a failure in actual teaching.
Teaching is productive in its nature, but teaching meth-
ods are largely administrative. The essential elements
of good and fructifying teaching have not changed be-
cause the older boarding-school college, drawing its
pupils from private teachers, has been evolved into a
college state or public servant, based upon a public-
school system, and with greatly increased administrative

The Science oj Administration 171

problems. The great teachers of the olden times would
find their level to-day — if they were not overwhelmed by
poor administrative methods!

The Germanization of our colleges, the elective system,
intercollegiate athletics, the fraternities and many other
disturbing elements of the modern college state, training
for citizenship in all its planes, have not changed the es-
sential elements of effective college teaching, but have
f merely introduced administrative problems, pedagogical
f in their nature, which must be met by the use of well-
known administrative methods, adapted to college condi-
tions, and supplemented by new methods evolved to
meet administrative problems which arise for the first
time in this new field.

The college teacher is still its great producer. It was
the duty of the college administration to insure that
neither Germanization, nor electives, nor athletics, nor
fraternities, nor anything else should have interfered
with the true productiveness of the college teacher. But
it failed because it gave attention to trying to improve its
manufacture, but not its manufacturing or administra-
tive or executive methods. It set about to improve its
mechanics, but neglected to improve the conditions
under which they worked, and largely failed to handle
properly the goods which they turned out. Our re-
organization must insure that henceforth administration
shall make all these innovations — each valuable in its
proper plane — work together to improve the college
teacher and his product.

The difficulties of college administration will not be
great if we do not persist in approaching them from the

172 The Reorganization oj Our Colleges

mistaken standpoint of present college sentiment and
methods, which are based upon conditions which have
largely passed away.

The college authorities fail to appreciate that admin-
istration is to-day as much a science as pedagogy, and
in many senses a far greater and more exact science, and
quite as well worthy to be taught in college as are many
other courses now in the curriculum, and as much en-
titled to a separate and honorable place in the college
establishment as is the treasurer's office, which is ad-
ministrative in its nature.

Any system must be indeed scientific which can pro-
duce uniform, satisfactory and maximum results in huge
corporations like the United States Steel Corporation or
the Standard Oil Company, which employ hundreds of
thousands of men, in all parts of the world, in the most
diverse industries and professions, and with hundreds
of millions of capital. Either of these great corporations
has an invested capital equal to that of all our institu-
tions of higher learning, and directly or indirectly em-
ploys as many men as there are students within all
of our 850 universities, colleges and technical schools.
The annual income of the United States Steel Corpora-
tion exceeds the capital and plant which our 850 insti-
tutions of higher learning have been able to accumulate
in 270 years, and is fifteen times as large as their com-
bined annual income; yet in one sense its administra-
tive system is only a few years old. Moreover, this
system is put to a proportionately greater test because
its $600,000,000 of yearly business, under one admin-
istration, is widely scattered, and not distributed among

The Science 0} Administration 173

850 small and locally entire plants, each with unim-
portant administrative problems, as is the case with our
colleges. Assuredly if the science of modern adminis-
tration can, without much difficulty and almost iner-
rantly, dominate and systematize such divergent yet
huge forces and powers, all working toward common
ends, it will not prove unable to solve the compara-
tively paltry problems of a college or university with
a few hundreds or thousands of students and a few
millions of capital and plant, located in a single town
and around a single campus.

We frequently hear that some one connected with the
educational part of a college is a fine administrator.
If we inquire closely we shall find that he indeed has an
instinct for administration, but that, instead of being
put at the head of a separate department, he is pitted
against the inertia of the college ideals and traditions.
The result is a slight movement of the mass and the
exhaustion of the daring innovator, whose efforts are
met with cries of " philistinism," "materialism," "red
tape," "you are making a factory, a mill, of the college.
Let us have at least one spot free from this business,
machine spirit." In other words, in a college a good
administrator is too often at a heavy discount and is
voted a nuisance; while in business he is at a great pre-
mium and called a prize.

In business affairs the administrative department is
accepted as something to be proud of, as an ally, as in-
dispensable, and therefore to be fostered. Hence it is
not choked off but championed, and every improve-
ment in it is regarded as a common triumph, for it

174 The Reorganization oj Our Colleges

makes the work of each individual more effective and
hence more rewarding.

In a well-organized business concern, the push of the
mass is against tolerating a poor administrative de-
partment in whole or in part, and the chief men are ever
working for a better administrative atmosphere, for
they know that therein lies their own salvation. On
the contrary, in our best organized colleges, the push of
the mass is often against true administration — if there
is anyone daring enough to propose some administra-
tive innovations — and the chief men of the faculty are
often the chief sinners in this regard. This is conclu-
sively proved by the fact that up to the present time, so
far as I can ascertain, no institution has organized its
administrative features into a separate and coordinate
department, with corresponding rights and powers for
the general and individual good. It is self-evident that
until such a department is formed and honestly and
adequately handled, administration can never have a
fair test in our colleges.

In many faculties there is too much slurring of the
other departments or teachers, very much as in the
older schools of medicine, which were all measurably
wrong, but each unable to see anything good in the
others. Yet the newer medicine is principally made up
of the things most violently opposed and denounced in
the near past, and the things most tenaciously fought
for by each school in the past are those which it now
most vehemently disowns. A few heart-to-heart talks
with members of a college faculty soon reveal this con-
dition to a business man. There can never be any true

The Science of Administration 175

administration in our colleges until it is in itself a
desideratum for which all will work, and if necessary
gladly sacrifice something; nor until it is no longer re-
garded by some influential professors as a devilment of
those ungodly and uneasy souls who " have no notion of
scholarship or its needs"; or, as one old professor de-
lighted to phrase it, of " Christianity and culture." We
shall see that because of modern conditions a separate
administrative department in our huge institutions is
the only method through which we can ever hope to re-
store in many of them anything like Christianity and
culture; or, in other words, a pure college atmosphere
and clean college homes, making for better intellectual
conditions and higher scholarliness.

Yet administration, no matter how elaborately or-
ganized, which lacks the inspiring, cooperating genius
is dead and useless. "It is the spirit that quickeneth.
The flesh profiteth nothing." And until the spirit has
made it alive, and put every part of the college behind
it, there can never be true administration in our col-
leges in the sense in which it quickens every part of a
business concern. As we proceed we shall discover
some of the ways in which the spirit of true adminis-
tration has not only quickened but revolutionized our
modern business world.

So long, then, as we stick to the notion that, in the
colleges, administration must remain a mere adjunct to
the whims of the pedagogical department, we cannot,
from the very nature of the case, expect to develop an
adequate, coordinate and up-to-date administrative de-
partment. The very statement of this case should con-

176 The Reorganization of Our Colleges

vince us of its correctness. But we shall soon have its
truth established by our study of the science of admin-
istration as it has gradually grown up in all large affairs
except in the colleges; and thereby the shortsightedness
of the college policy of chaining administration to the
department of instruction will be demonstrated.

This point is well covered in the following letter from
a dean of a Western university. Notice how the troubles
spoken of would be minimized by a separate depart-
ment of administration.

"The faults which you mark in Eastern institutions are
even more pronounced in some ways among our Western
colleges. Their extreme youth, unprecedented growth, and
more limited funds have combined to increase the difficul-
ties of an administrative type. The college professor has
not only to attend to his teaching but to lay, in a year, foun-
dations as extensive as those which the older institutions
of the East have been a half century or more in construct-
ing. The faculty creates committees to organize this work
and that; for the Western institution is jealous that it shall
afford all the opportunities of the older universities. The
committee is urged to investigate thoroughly and to organ-
ize along the most successful lines. The faculty applies
personal and official pressure, with the result that the in-
dividual members of the committee spend an entirely un-
necessary amount of time in securing data and attempting
to build up a system, for the execution of which there is no
sufficient provision. Consequently, faculty members are as-
signed to further duties in carrying out the plan of organi-
zation, and the administrative burden, like the Old Man
of the Sea, only winds itself tighter about the neck of the
unfortunate pedagogue.

"If your suggested revision is needed anywhere in the
world it is urgently demanded here in the West. Our large
classes and small faculties — too much to do and too little to
do with — have confined administrative expenditures to the
minimum possible limit. A few cheap men, without any

The Science oj Administration 177

reasonable possibility of carrying out the interests entrusted
to them, constitute the entire administrative force. Yet the
teachers begrudge even the small amount of money which
goes to maintain this department. They often find the pur-
chases made by a purchasing agent more expensive than
those previously made under their own management, or at
least less effective, since they are supplied with poor material
or cheap apparatus that will not answer the purpose for
which it was intended and thus becomes promptly an entire
loss to the institution. I might expand ad lib on this topic."

As is here shown, and as we shall frequently see,
college administration involves, more and more, ques-
tions which are distinctly extrapedagogical. Hence any
system which is under the control of the pedagogical
branch is inherently weak and upon a wrong basis.
Administration should be independent of the peda-
gogical department and directly answerable to the ex-
ecutive, who in his turn is directly responsible for in-
suring that the institution gives a training for efficient
citizenship rather than merely for a diploma, as a
pseudonym for scholarliness.

But, again and again, let us repeat that forms and
methods are not administration any more than the
level and compass are engineering. All these things
are but the tools and implements of the underlying
science. Administration, so called, may be essentially
false and harmful in the same sense that law may be
bad or theology false, possibly because they have be-
come antiquated and inapplicable to modem conditions;
or as a medicine may be efficacious when applied exter-
nally which would be poison if taken internally; or as a
drug may be safely put into the stomach which would
cause blindness if put into the eye. In the science of

178 The Reorganization oj Our Colleges

administration, as in all others, a little knowledge is
dangerous. And right here some of our colleges have
grievously and frequently erred. They have called in
accountants and others, and under their advice have in-
stalled some system of forms and blanks taken from a
bank or store, and have called this administration; and
when the ill-advised experiment has failed, as it was
bound to, they have condemned all business adminis-
tration as inherently inapplicable to college affairs. As
well might a farsighted man put on nearsighted glasses,
or a slightly nearsighted man put on powerful glasses,
and condemn all the work of the optician. Indeed, ad-
ministration is very like the science of the optician in
that it is largely a matter of fine adjustment. As the
average eye can usually do better with no glasses than
it can with those which are not properly adjusted to it,
so a college may be better off with substantially no ad-
ministration than with a method not at all adjusted to
its peculiar wants and conditions.

Every science, if wrongly understood and applied, is
dangerously capable of doing harm. The trouble with
our colleges has been that they have not realized that
administration was a science, and to be studied and ap-
plied as such; and that a science presupposes that its
problems have been thoroughly studied and diagnosed
before a scientific solution can be proposed. Ill-ad-
vised administration in a college may have the most
disastrous results, but this is no reason for condemning
all administration, or for refusing to understand that
college affairs require a modern administrative system
and department especially adapted to their needs, based

The Science oj Administration 179

upon the underlying principles of the science, yet not
necessarily following strictly any particular forms or
methods theretofore used in other forms of business.
College administration presents a new field and must
be studied as such. As we have developed railroad ad-
ministration, and factory practice, and department-store
methods, and banking principles, so we must evolve
college administration and the college administrative de-
partment, and they closely approximate to good factory
practice.

There are two paramount objects which true admin-
istration accomplishes, one affirmative and the other
negative. In the first place, it collates and compares
the results of its own work and of the work of others over
which it presides, and thus ascertains the true value of
each particular of these results, and therefore is able to
winnow the chaff from the wheat. But, secondly, and
quite as important, it makes a record of what has been
done and how, which renders it unnecessary to keep
doing over and over again the pioneer work which is
primitive and unrewarding. Thus it is kept from slip-
ping backward, and maintains any heights to which it
has once attained ; and at the same time has a chart by
which to steer its future course. As has been shown al-
ready, and as we shall see more clearly hereafter, the
present college administrative methods do not produce
clear and comprehensive records on a wide and uni-
form plan, nor collect and compare them in a broad
and scientific way. Hence the present system is primi-
tive, with its best minds working over and over, in a
desultory way, upon the same primary administrative

i8o The Reorganization o) Our Colleges

problems, instead of having these so simplified that a
clerk, at ten dollars a week, could attend to them. In
business, important accounting and other administra-
tive problems which were worked out by geniuses within
the past twenty-five years are now relegated to mere
clerks. But the best administrative minds in our col-
leges are still working over tables and petty details
which could and should be attended to more satisfac-
torily by ordinary assistants. Let us, then, more care-
fully examine administrative methods and problems as
they have been developed and treated in the colleges and
in business affairs. We shall thus discover whether it
will not be essential to a successful reorganization of
our colleges to apply modern administrative methods,
through a modern and separate administrative depart-
ment, to many of the college problems which under
present methods, and treated as pedagogical rather than
administrative, seem almost unsolvable.

CHAPTER XIV

ADMINISTRATION, DISCIPLINE AND ORDER IN THE
EARLIER COLLEGES

THERE were no questions of administration worth
mentioning in the very small boarding-school college of
the ecclesiastical period, with its few score of pupils
housed and reciting in one or two buildings; any more
than in its contemporaneous colonial shop or store, with
its one or two journeymen or clerks. So there were few
administrative problems when a band of neighboring
frontiersmen gathered to fight the Indians, and fur-
nished their own weapons, accoutrements and pro-
visions; or in the older ship yard, with twenty or thirty
men who could, nevertheless, in a few months turn out
the highest class of clipper ship then known to the world.

Teaching is largely the direct impress of one mind
upon another, and this is most easily and surely ob-
tained where the contact between these minds is con-
tinued, constant and direct. This is truest in youth,
and less so as the recipient mind becomes more thor-
oughly trained and better able to think clearly for itself.
Thus in a small secondary school, where the teacher and
the pupil are, as it were, caged together, day after day,
and year after year, the contact is direct and the results
definite. The opposite is found in the college class, and
especially in the college lecture course, with occasionally,

181

1 82 The Reorganization o] Our Colleges

as in Harvard, 400 men in the course,1 some of whom
cannot even hear the lecturer. In such cases, and es-
pecially where the instructors are frequently changed,
the personal contact must often be very slight.

The fundamental relation of the effective teacher to
his pupil is substantially the same in all colleges. The
great teacher is bound to find his place and his pupils.
The variable factors, which affect the work of the ordin-
ary or average or inexperienced instructor in our col-
leges, are to be found in the administration, and in the
atmosphere in which the student must work, that is, in
the student life department. Upon the college admin-
istrative department must fall the burden of making
sure that in our modern huge institutions there is such
a constant and close contact between teacher and taught
as shall give the same kind of results as in the earlier and
simpler days.

Compare the administrative problems of a modern
university with those of Dartmouth under her first
president:

" In this condition Wheelock was at once the man of des-
tiny and of service. All functions were performed by him.
He was the universal executive — scholastic, civil, educational,
domestic. In one of the college buildings was kept a store.
Upon him the care of it fell. He was the farmer, the miller,
and the lumberman at the saw-mill. The commons was a
branch of his family kitchen; of it he was steward. He was
treasurer, professor of divinity, and pastor of the church.
He essentially was the Board of Trustees and the faculty.
If any student was to be reprimanded, he was the one to
deal the blow; if the gates of the college property were out
of order, he was the one to mend them; and if the pigs did

1 "Individual Training in Our Colleges," pp. 177, 404.

Administration in the Earlier Colleges 183

damage to the neighbors, he was the one to put the pigs
back in their pen, to settle damages, and to pour balm on
the injured feelings. These and similar works, with neces-
sary changes of emphasis, were the works of Wheelock until
his death in 1779." l

Nor must we confuse administration with discipline.
In the earlier college the discipline was recognized as
part of the student life and applied as such, and it still
belongs in that department, and not to the pedagogical
department. In a properly conducted college, disci-
pline should be about as frequent as it is in well-con-
ducted church or factory — and not much more so.
There is no reason why the young men themselves, and
the agencies affecting them in their college life and
college home, should not do away with questions of dis-
cipline or solve the few cases that may arise.

After making due allowance for modern social
changes, and for the different conditions which now
surround the students, the college administrative prob-
lems are those which come from increase in numbers in
students, courses and faculty, and of the professions or
callings of our graduates, and from the evolution of the
college school into the college state. The colleges have
tried to fit too many men for too many callings in too
short a time, considering the amount of stuffing and
smattering now falsely called a liberal education. We
cannot agree even yet upon what the college is, nor what
its courses should be, nor how they should be taught;
nor what are the functions, educationally, of the college
community life and home life; nor the true interrelations

i "Highpr Education in America," by Charles F. Thwing, p. 141.

184 The Reorganization o) Our Colleges

and interdependence of the various departments of the
college; nor upon scores of other fundamental things,
administrative and not pedagogical in their nature, upon
which we must substantially agree if we are to make true
progress toward an effective reorganization.

We have landed in topsy-turvydom, and our scrap-
heap education has left us with an immense college
waste heap, which we have never analyzed or studied
through a proper administrative department and in a
modern way — or else our mistakes would long ago have
been set baldly before us, and greatly lessened in num-
ber and importance because we knew what caused them,
and our best administrative minds could have gone on
to something higher and more worthy of their caliber.
Hence we must study what our business concerns are
doing and have done, so that we may know what our
colleges might and should have done under much more
favorable circumstances and with much more intelligent
agents. Thus we can discover what the colleges ought
to do in the future.

CHAPTER XV

HOW SHALL WE REORGANIZE THE COLLEGE? THE NEW
PRIMARY UNIT

To one experienced in business reorganizations, the
answer to this question seems simple enough as to the
principle to be followed, while admittedly the applica-
tion of that principle must be difficult. But if the
principle upon which we are to proceed can be estab-
lished, its application is only a matter of time and work,
and usually, as in the adoption of the United States con-
stitution, of compromises.

The first essential of a successful reorganization is an
analysis of the business itself and of its strong and weak
points, and thereafter of the factors which led to the
failure, and thus to the need of reorganization. Ample
provision must then be made against the baleful in-
fluence of these factors in the future. Carrying out this
method, we find that, from the very outset, there must
be an entire change of the point from which we shall
view the college plant, using this word "plant" in a
very broad sense, rather than in the narrow sense, as
applying only to real estate and machinery. We should
make the teacher, not the pupil, the unit of primary
consideration and of determining the nature and kind
of output. As water of itself can rise no higher than
its source, so in this sense the pupil cannot rise above

185

1 86 The Reorganization of Our Colleges

his teacher. In another sense, the pupil can and often
does rise above his teacher, and this is the joy of all
inspiring and virile instructors. But usually it is the
inspiration of the teacher and his methods and train-
ing which enables the pupil to surpass his instructor.
Hence we should consider first the efficiency of the
latter, and improve this as being the true source of the
pupiPs scholarliness and subsequent scholarship.

In other words, the college must now learn to con-
sider, as its primary unit, the capacity of its plant-
that is, of its teaching force, individually and collec-
tively, in connection with its libraries, laboratories,
recitation rooms and other material equipment. Under
this plan each instructor would be considered and rated,
by the coordinate and coequal administrative depart-
ment, as a part of the college plant (a) principally and
primarily as to the amount of time which he must have
to himself to conserve and develop to the utmost, and
keep in thorough repair and highest working order, his
intellectual and teaching powers, so that he may be
capable of the best possible work for the students and
the institution; (b) how much time in addition he can,
to the greatest advantage, spend upon teaching; and (c)
how many students he can teach most efficiently within
the time allotted to teaching. But this is expressing a
layman's opinion upon pedagogical matters, and so may
properly be reenforced by expert opinion. Dr. James
H. Canfield says:

"There is no profession in which a man goes stale more
quickly or more easily than in teaching. It requires rather
unusual independence of outlook to see and believe that

The New Primary Unit 187

positive teaching power is the one thing needful, the one
imperative demand, and in the end must be the one standard
by which recognition and advancement are secured. And
it requires conscientious class-room work, quickened and
enlightened by continued efforts for self-improvement, to
keep a man fresh and effective as a teacher."

At this point we should make sure that our frequent
allusions to business methods and factory practice do
not mislead us. In business it is the net result, the
ultimate success, the finished product, however diverse,
which are held constantly in view. In one establish-
ment the labors of thousands of men may be concentrated
for years upon the construction of a Lusitania, which
shall surpass in size any ship theretofore built and prove
the applicability of the turbine engine upon the largest
scale. In another establishment the same number of
men may be employed in turning out millions of machine-
made products of a standard type. But to insure in
either case the best net results for the time and labor ex-
pended, there must be the best factory methods whether
the final product is to be a Lusitania, or 5,000 automo-
biles or 10,000,000 shovels or spades. But the great
danger is that our colleges, because of their size and poor
factory practice, will turn out large quantities of factory-
made goods instead of a smaller number of well-trained
individuals. There is too much tendency to be satis-
fied if fifty or sixty per cent of the entering class are sent
forth at the end of four years as holders of low-grade
and meaningless diplomas, and too little determination
that the institution shall produce individuals trained to
their utmost for the highest future service as citizens.
It is because the reorganized colleges should get the best

1 88 The Reorganization oj Our Colleges

possible results out of each individual that I advocate
the adoption of business methods and factory practice
in the form of a new college administrative department.
Only thus can the best results be gotten out of the work
of the instructors of whatever grade.

In this new view of our teaching force as our primary
unit we are merely following good factory practice. A
manufacturer or business man carefully considers and
conserves his plant. He first asks, " How can I gather
together the most modern and improved machinery
and keep it in the highest state of efficiency? " and
next, "How much first-class work can I get out of
it?"

That is to say, he regards as of primary importance
his plant and capital, which are the chief factors which
limit his ability to turn out first-class product, and then
proceeds to run this plant to the utmost of its economi-
cal production; but he always keeps in full view the con-
dition and safe capacity of his plant. It is a cardinal
principle that, at any cost, machinery must be kept in
first-class order and repair; for here "a stitch in time
saves nine," both in the ultimate cost of repairs and in
impaired product. It is the rankest folly to allow a
plant to run down or be overworked; or to fail to replace
out-of-date or useless machinery with new; or, as one
business and college friend suggests, " a scrap heap for
the second-class machinery is one of the economies of a
first-class factory."

The prime importance which manufacturers attach to
maintaining and repairing their plant and machinery can
be seen in their annual reports.

The New Primary Unit 189

For example, during the year ending December 31, 1906,
the United States Steel Corporation expended for main-
tenance, renewals and extraordinary re-
placement, the sum of $48,333,089.37
which in this particular was an increase
of twenty-nine per cent over the expen-
ditures of the preceding year. After
these and other deductions the company
showed net earnings for 1906 of 156,624,273 . 18
out of which it further appropriated for
sinking funds, depreciation and extin-
guishment funds, and for construction 86,565,333.05
and for dividends on its common and
preferred stock, about forty per cent as
much, or 35»385»724-oo
In other words, the sums expended for maintenance, re-
newals, replacements, depreciation, etc., were four times
those paid out in dividends, and approximately one quarter
of the total gross income.

So also in railroading. The Pennsylvania Lines west of
Pittsburg earned in the year

ending December 31, 1906, $46,036,806.22

as follows:

From freight traffic 36,323,405 . 13

From passenger and express
traffic, transportation of
mails and all other mis-
cellaneous sources 9,713,401 .09 $46,036,806.22

Yet out of these earnings
the Railroad Company
expended for the main-
tenance of way and struc-
tures, and for the main-
tenance of equipment 14,007,632 .41

Or over thirty per cent of its
total receipts, and one
hundred and forty-three
per cent of all receipts
outside of freight.

i go The Reorganization oj Our Colleges

It has already been shown that the capital of our col-
leges and universities is approximately $600,000,000 and
their annual income $40,000,000. But they would be
horrified at the suggestion that, like the great industrial
corporations, they should devote twenty-five per cent of
their gross income, or like the great railroads, thirty
per cent of their gross income, to repairs and replace-
ments of their teaching machines, and for sinking and
reserve funds, etc.

The college has no vast depreciation or reserve funds,
and no ability, on present lines, to accumulate such
funds out of current receipts. Such funds must come,
if at all, from gifts; that is, from new drafts upon its
friends, and the chief executive must devote his energies
largely to this extramural work of raising fresh capital
rather than to his legitimate work within the walls.

Only after he is sure that his plant is in proper condi-
tion to do its best work does the careful manufacturer
proceed to make it turn out its maximum of marketable
and first-class product — and no more. He does not
overload his machinery, or ask a hundred-ton-per-day
plant to produce two hundred tons per day. Overload-
ing the machinery inevitably leads to deterioration (a)
of the plant, (b) of the product, and (c) of the reputation
and prestige with customers and the public, that is, of
the good will and trade name, which oftentimes are the
manufacturer's most important assets. He knows that
such deterioration is too heavy a price to pay for the
added output.

But our colleges always have reversed and still per-
sistently reverse this salutary rule as to caring for their

The New Primary Unit 191

plant and limiting their output. Whenever any institu-
tion has done unusually good work or offered unusual
opportunities, an undue number of students have
crowded to its doors and have been meekly received
upon some theory — criminal in its foolishness — that col-
lege machinery is governed by different rules than any
other, and may be overloaded to the breaking point, re-
gardless of the evil effects (a) on the teaching force it-
self, or (b) on the student product, or (c) on the reputa-
tion of the institution. Thus has been caused a terrible
waste of teachers, pupils and good name; and, as we
have seen, the college does not, like the careful manu-
facturer, provide any huge maintenance, depreciation,
reserve or sinking funds out of which to make good this
wastage.

If a college is doing unusually good work with 250
students, it is pretty sure to allow its enrollment to in-
crease to 350 or 500 without any corresponding increase
in its capital and plant; that is, in its endowment and
teaching facilities, which should have been increased in
a geometrical proportion before allowing any increase in
the student body. It is easy to multiply examples of
this mistaken policy on the part of the colleges. Two
will suffice.1

COLLEGE A

Productive College Income per

Year. Students. Funds. Staff. Income. Student.

*OI/'02 642 $2,429.594 70 $181.422 $281

'o2/'o3 686 2,400.000 74 146.900 214

'o3/'o4 870 2,356.455 79 181.173 208

'o4/'o5 926 2,600.000 80 181.000 195

1 From Annual Reports of U. S. Commissioner of Education.

192 The Reorganization oj Our Colleges

COLLEGE B

Productive College

Income per

Year.

Freshman.

Total.

Funds.

Income.

Student.

'02/'03

279

1015

$i

,232.344

76

$253.281

$250

'c>3/'o4

311

1033

I

,191.796

77

233.367

225

'047*05
'057*06

358
402

1067
1213

I

I

,261.444
,296.998

79
85

235-977
256.854

221
213

This may be stated in another form. Suppose that
a college is doing work with 500 students at an annual
cost per student of $300; of which each student contrib-
utes $100 in tuition while the endowment contributes
the remaining $200. That is, the total college income
of $150,00x3 is admirably providing for the education
of 500 undergraduates. If the number of students is
increased to 1,000 without any increase of endowment
returns, we shall have an income of $200,000, made up
of $100,000 from tuition (1,000 students at $100 each)
and $100,000 from endowment income; an average of
only $200 per student.

Unless this increase in the number of students is ac-
companied by a commensurate increase in endowment
or other income, we find that the growth of the student
body is attended with a decreased income per student,
and a decreased return per capita for the faculty,
although the latter's work must be relatively greater.

Moreover, this strain is sure to come unequally and
unfairly upon the members of the faculty. The best
men, whose work has made the college successful, are
apt to be overworked, while courses of other men, draw-
ing equal pay, are neglected, and these latter become an
actual drag upon those who have chiefly contributed to
the improvement of the college. If the situation had
been clearly analyzed the fault would have been found

The New Primary Unit 193

in the lack of an adequate administrative department.
But the unfortunate results have been plainly evident,
and have prejudiced many bright minds against becom-
ing college teachers, and have turned them toward
business or the professions, where at least there
is appreciation and financial reward for high-grade
work.

The professors who have made possible the successful
working of a college should be rewarded by better pay
and more time for self-improvement rather than by in-
creasing their burdens and overworking them to the
breaking point — even if this reward to the teachers de-
mands a substantial reduction in the numbers of each
entering class until the capital and plant have fully
caught up with additional requirements. The successful
teacher and not the successful coach should get the ad-
ditional compensation; for it has too often happened
that a large increase in the number of students has been
felt to justify and require the employment of a much
higher-priced athletic coach, but a lower scale of com-
pensation for the instructors, especially in the junior
grades. Certainly this is a fair example of how the col-
lege itself has placed an undue premium upon athletics
—the college community life — at the expense of the
pedagogical forces and intellectual worth.

The wise merchant or manufacturer rewards those
employees who have made his success possible, and upon
whom he must depend for continued prosperity. He
increases their pay, takes off the burdens of detail, makes
them feel that their good work is appreciated and that
they are reserved for higher and better positions; and

194 The Reorganization of Our Colleges

not that they are to be punished for their contribution to
his success by having additional and more grinding work
put upon them.

In the reorganized college the good work of the
teacher will have first consideration, and not the wishes
of that percentage of the student body who have been
attracted because a professional coach — with plenty of
money and the faculty and college sentiment to aid him
— has been able to turn out successful athletic teams;
and it will be one of the chief objects of the administra-
tive department to insure that this policy of the college
is carried out.

The fact that the modern college plan of "everything
for the student and intercollegiate athletics, and the
devil take the faculty/' has been found wanting, and not
conducive to fostering true scholarliness or the good
name of Alma Mater, is another reason why it has be-
come necessary to consider a thorough reorganization
of the college.

The third annual report of the Carnegie Foundation
(p. 75) says:

"The greatest obstacle in the past has been the ever-
present competition for numbers, which is the great demor-
alization in all American education."

This is here treated as a simple business proposition.
The waste of future citizen material at this point in our
college factory is unnecessary and irreparable, and here
is one of the reasons why our colleges have not brought
forth more great productive scholars. One phase of
this waste can be illustrated. In Germany the gymna-
sium carries a boy to about the end of our sophomore

The New Primary Unit 195

year, and up to this point his studies have been dis-
tinctly what we would call high-school work, under high-
school teachers and methods. When he goes to the uni-
versity he enters upon his professional course, under
teachers whose aims and methods are entirely different
from those of the gymnasium. The German university
professors are men who have made great names for
themselves by original work in their own departments,
or else they would not be where they are; and they have
probably won, also, civic and social distinction. In
other words, in Germany there is the sharpest distinc-
tion between high-school and professional or university
teaching standards and methods, and one who would be-
come a professor in the university must be a producer of
high rank.

This was essentially the original idea of our earliest
colleges. "There was comparatively little below the
college, and almost nothing above it." Its teaching
was that of the professional school and it trained di-
rectly for professional life as it was then understood.
Hence the instructors had the honor of being among the
chief divines and logicians in the community, for theol-
ogy and logic were the supreme professional training.
Any further vocational training was not in a distinct
school, but in the home of a pastor or the office of a
lawyer or doctor. But after awhile our modern idea
of a distinct professional school began to be engrafted
upon our colleges, and their courses had more and more
a tendency to become mere extensions of high-school
courses, and their teachers and methods merely a sub-
limated and higher preparation for the professional

196 The Reorganization of Our Colleges

school. At this point the college professors began to be
put at a distinct disadvantage. They had many of the
drawbacks of the high-school teachers and few of the
outside opportunities of the professional schools. More
and more the tendency was to make them drudges in-
stead of producers. Every year we turn out a fine crop
of prospective college instructors of great promise and
with high ambitions and gifts. They feel capable of
doing good original work and of bettering the methods
of the average professor under whose instructions they
have sat. But thirty years before, that average pro-
fessor had had the same capability and ambitions, until
these were killed out of him by the poor administrative
methods and bad factory practice of our colleges. Un-
less we thoroughly reorganize our college practice, each
new crop of prospective college professors must be be-
numbed and stunted by the very drudgery that a suc-
cessful start will entail. Furthermore, the almost cer-
tain extension of the preceptorial system, in varying
forms, is sure to be attended with great danger that it
will dwarf the coming race of pedagogues unless this in-
sidious danger is most earnestly studied and guarded
against. The same process which has put the college
professor between the professional and the high-school
teachers will tend to create a permanent class of pre-
ceptors and drudges below the college professors; just
as in a large bank few employees ever become more than
poorly paid bank clerks with large responsibility in
routine lines. We are likely thus to put a further pre-
mium on our constant waste, through poor administra-
tive methods, of high-class pedagogical material which

L'F.

The New Primary Unit 197

is capable of doing good original and teaching work in
its chosen field.

The Briggs Report says of Harvard's assistant in-
structors:

"As the number of men assigned to each assistant is
large, he can give little time to each, and that only at long
intervals, usually seeing each of his men for ten or fifteen
minutes at a time about once a month. ... As the uni-
versity is now organized these assistants are necessarily
young men and therefore without experience in teaching." 1

The Carnegie Foundation calls attention to the fact
that, while the teaching forces of Columbia and Harvard
are practically alike in number, Columbia annually pays
about $300,000 more to her instructing staff than does
Harvard, and that the difference chiefly is "in the sal-
aries paid in the teaching grades below faculty rank.
The average instructor at Harvard receives $753 a year
less than the average instructor at Columbia." 2 Such
a condition is unfair for the student, but immeasurably
more so for the assistants who are supposedly picked
men. What inspiration to such men is there in seeing
each of his pupils " for ten or fifteen minutes at a time,
about once a month?" Or what inspiration to the
pupils, when the instructors use their poorly paid posi-
tions as a makeshift to enable them to pursue their own
studies?

It will become clearer, as we proceed, that these are
strictly administrative and not pedagogical questions,
and must be solved through an up-to-date college ad-

1 "Individual Training in Our Colleges," pp. 176, 402, 403.
* Carnegie Foundation Bulletin, No. Two, p. 38.

198 The Reorganization oj Our Colleges

ministrative department conducted on the best modern
business principles.

The inherent difference between the teaching methods
of college and professional schools, and the chaos and
waste which have resulted from the attempt to cover
graduate and undergraduate work in the same classes
in our so-called universities, have been very clearly set
forth in Flexner's "The American College," in Chapter
V. But the evils at this point are not pedagogical, for
the teaching in itself is admittedly becoming better each
year. Any good manufacturer would see that these
questions were administrative rather than pedagogical;
that is, whether the raw material was being treated in
the right way by the proper machinery. It is not a
question of whether one factory has the proper facilities
to turn out car springs and another the right machinery
to turn out watch springs; but rather whether, because
of lack of proper administration, the watch spring ma-
terial has been delivered to the car factory, and the
watch factory is attempting to hammer out car springs.
It is plainly evident that, in such a case, it is the ad-
ministration and not the machinery which is at fault.

Only when we reorganize our college factories so as to
make and keep our instructors — as our chief primary
units — of the highest grade, and in the highest state of
efficiency, and with constant opportunities and incen-
tives for self-improvement, and all this in charge of a
coordinate, sympathetic and earnest department look-
ing for results, shall we get anything like the product of
which our institutions are capable. Then only will it
be possible to thoroughly study college conditions and

The New Primary Unit 199

methods so as to determine exactly the true place of the
college in our system of higher education. Then only
can we restore the older conditions when the position of
a college professor carried with it a civic and social
honor which, in part at least, compensated for its hard-
ships and manifold deprivations. More and more we
must, through our separate administrative department,
restore this feature to college pedagogy. Thus the re-
organized colleges can regain their hold on the better
class of young men as teachers, and keep them to their
best work, since this alone will bring them the highest
honors. This phase of the college problem is being
carefully studied by the Carnegie Foundation. Some of
its conclusions will be found in Appendix No. IV.

CHAPTER XVI

THE NATURE OF BUSINESS ADMINISTRATION AND AD-
MINISTRATIVE DEPARTMENTS

THIS may be well called the age of organization, re-
organization and system, for the paramount questions in
all large affairs are now those of administration and or-
ganization. A large but poorly organized factory or
mercantile establishment is sure to end in bankruptcy.
Our modern railroad and shipping companies are mar-
vels of intricate and perfected administrative and execu-
tive systems. Administrative problems arise when the
number of employees is greatly increased, and, as well,
when intricate and expensive machinery is introduced to
take the place of many men. There are few such prob-
lems where 5,000 men are scattered in groups of five
through a thousand shops, but the questions become
many and difficult when these 5,000 workmen are
gathered into one establishment and under one manage-
ment. In the same manner an intricate machine han-
dled by one man, but doing the work of 100 unskilled
workmen, adds to the administrative difficulties of the
concern. It may not require so many men to work it,
but it has a large first cost upon which it must earn in-
terest, depreciation and replacement charges, and hence
it must not stand idle; it has a large producing capacity,

Nature of Administrative Departments 201

and hence must be kept supplied with a larger amount
of raw material ; and its larger output must be constantly,
economically and advantageously disposed of. Thus a
modern and efficient machine does away with some of
the lower forms of administrative problems arising in
connection with unskilled workmen, but gives rise to a
more difficult kind connected with skilled and high-
priced labor and intricate and costly machinery.

So it is with our colleges. Their problems increase
geometrically, not only with the number of their students
and faculty, but also with the number and intricacy
of their courses and the higher grade of their work.
Within sixty years the students of Columbia have in-
creased about thirty fold and her faculty almost fifty
fold. But no one would think of suggesting that her
educational and administrative problems had increased
merely thirty or fifty fold. It would be nearer the truth
to say that there are more than fifty new kinds of such
problems which were undreamed of sixty years ago; and
that each of these is fifty times more difficult than any of
the earlier period. We must fully understand this so
that we may appreciate that our new college administra-
tive department must be under the charge of adminis-
trative and not pedagogical experts. Very few of the
problems of the quasi state and public servant which we
discuss herein have any strict connection with pedagogy,
pure and simple. They belong rather to the student life,
or to the financial, board of control, administrative or
executive departments; and pedagogy should be content
to let these other departments handle their own problems
so long as they do so in such a way as to improve the net

2O2 The Reorganization oj Our Colleges

results of the instructional branch and enable it to turn
out better citizen material.

More and more every branch of a modern business
tends to sharp cleavage into departments and bureaus
and to specialization. Clerks are given certain branches
of work, and expected to stick to those and not to meddle
with any others. In large affairs it is better — nay, es-
sential— that experts should be put over the many differ-
ent departments. Otherwise there would be no system
and no real progress. This has been carried to an ex-
treme in one of our most successful trusts, wherein the
various branches of business have been organized, not
into departments, but into separate and important cor-
porations, now aggregating more than 100 in number.
Not only are the 678 retail stores of one branch of
this business conducted under one corporation, but this
latter hires its stores from another subsidiary company
which does nothing but secure and handle leases upon
desirable locations, and conduct a real estate business
in that connection.

The affairs of the colleges are now so large and ex-
tended that they must draw a sharp distinction between
their departments, and even between the different bu-
reaus in these departments; just as already they do be-
tween the different courses in their curriculum. They
must let the experts of the financial, pedagogical, ad-
ministrative, executive and student life departments
handle the affairs of their respective departments, and
hold them responsible for the results therein; just as they
now differentiate between the Greek and the Latin
courses, or among the various sciences, which were

Nature o) Administrative Departments 203

formerly taught by the same man. This distinct defi-
nition of duties and powers, and this placing of responsi-
bility in connection therewith, are cardinal principles in
good business practice, and must be so in the colleges.
The very fact that it has not been so shows the need of
reorganization.

President Eliot, in his "University Administration,"
p. 82, says:

"The faculty of arts and sciences in a broadly developed
university will necessarily be large, and its individual mem-
bers will probably have a thorough knowledge of only one
or two out of the numerous departments of instruction with-
in the faculty. The mathematicians may often have little
sympathy with, or knowledge of, the language departments,
and will be closely affiliated only with the departments of
physics, chemistry, mechanics, and astronomy. The pro-
fessors of history will probably know little, and perhaps
care little, about the scientific departments; but will maintain
rather close relations with the departments of government
and economics. Distinguished men and admirable teach-
ers in such a faculty may easily know nothing to speak of
about more than half of the subjects of instruction dealt
with by their faculty."

Certainly if the various members of the college fac-
ulty "have little sympathy with or knowledge of" the
problems of their fellow- instructors, far less can they
sympathize with, or have knowledge of, or be fitted by
sympathy or knowledge to solve the intricate adminis-
trative problems of the huge college factory which now
embraces from 1,000 to 5,000 members, and of which
President Eliot says:

"The American universities have grown in a casual, ag-
glutinating way, without any definite plan or framework
to tie together the different departments which were success-

2O4 The Reorganization oj Our Colleges

ively created. They have ordinarily started with the some-
what definite organization called a college, and around this
college have grown up an undergraduate department of ap-
plied science, including agriculture and engineering, and so-
called professional schools of law, medicine, dentistry, phar-
macy, finance or commerce, and, in a few cases, divinity.
The standard of admission to the professional schools has
usually been much lower than the standard of admission to
the college; and indeed in many universities there have been
no requirements at all for admission to the professional
schools; so that anybody could enter them, with or without
any preparatory education. Their students were therefore
very heterogeneous in quality, and were, as a rule, looked
down upon by the college students who were candidates
for the degree of Bachelor of Arts. Now a group of de-
tached, unrelated schools is not a university; and it is for
the trustees of the larger American institutions of the higher
education to convert these groups of schools into true uni-
versities." '

But this change in external scope has been accom-
panied by an equally far-reaching change in internal
methods, for President Eliot says further:

"The rapidity and completeness with which methods of
instruction and fields of instruction change from generation
to generation, and even from decade to decade, is one of the
most astonishing facts in the history of education. Thus
there is not a single subject within the whole range of in-
struction at Harvard University, from the beginning of the
undergraduate course to the end of the professional courses,
which is now taught in the same way in which it was taught
forty years ago, or which offers the same field of instruction
which it offered to the student of the last generation. All
the methods and apparatus of teaching, and the spirit or
temper of teacher and taught alike, have changed. Some
of these profound changes begin in the faculties; but others
begin outside the university in the working world, and must
be discerned, appreciated, and adopted by the faculties;

1 " University Administration," p. 39.

Nature oj Administrative Departments 205

some are university inventions; but many are the conse-
quences of social, industrial, and political changes in the
outside world. Every faculty, therefore, has to keep up
with the rapid march of educational events, and for this
purpose it must have frequent stated meetings, and patient
discussion of new proposals." l

Any trained business man must perceive that the
problems which have arisen from such changes in our
850 competing colleges and universities are strictly ad-
ministrative in their nature, although relating to college
pedagogy; and are not, in any sense, pedagogical prob-
lems of an administrative nature. In our further dis-
cussions we shall see how terrible have been the losses
and wastes — especially in valuable citizen material —
from our failure to perceive the fundamental difference
in content and treatment between a solving by adminis-
tration of questions of a pedagogical nature and the at-
tempt to solve administrative questions by pedagogical
methods which have not even been able to solve their
own pedagogical questions.

From their very nature, administrative and executive
departments are an added expense without direct pro-
ducing power. That is, they are directory and super-
visory rather than productive, using this word in its
narrow sense. Yet they are constantly multiplied and
extended at increasing cost in every well-conducted bus-
iness. This is one of the penalties we pay for modern
machinery and skilled labor. The president of a rail-
road company does no practical work in any of the pro-
ductive departments. His duties are purely executive.
The same is true of substantially all the high-priced men

1 "University Administration," p. 119.

206 The Reorganization of Our Colleges

connected with the corporation. They belong to the ad-
ministrative or executive branches of the business, not
adding directly to the income, but rather reducing it.
That is, they are an additional expense, to the end that
the net profits may be larger because of the greater
safety, system and science with which the business is
conducted. They have become necessary merely be-
cause the increased numbers of those engaged in the
common pursuit, the great field to be covered, the com-
petition of well-organized rivals, and the use and care of
modern and intricate machinery demand constantly im-
proving administrative and executive systems.

When the railroad consisted of a short single track, on
which a single mixed passenger and freight train ran
first in one direction and then in the other, two or three
men could fill every position in the operating, adminis-
trative and executive departments. The separation and
multiplication of these departments and their various
bureaus are chiefly the results of the growth of the busi-
ness. Every foreman and superintendent is in one sense
an administrative officer, or an additional expense for
the purpose of getting better or even good work out of
those who actually produce, although, for bookkeeping
purposes, his wages may be charged with other labor in
the operating expenses.

The rule with railroad contractors is about one fore-
man to each gang of twelve laborers, and a similar rule
as to the proportion of foremen or superintendents, with
variance only as to the number supervised, runs through
the employment of labor in all fields. In most large
manufacturing concerns the cost of the administrative

Nature oj Administrative Departments 207

and executive forces, that is, those who do not directly
produce, is upward of ten per cent of the total outgo, in-
cluding raw material.

As a matter of fact, the preceptorial system at Prince-
ton is quite as much an administrative as a pedagogical
advance. It is an attempt to insure that the good work
of the higher professors shall not be wasted upon an un-
prepared and unappreciative mass of students. The
preceptors are the college foremen insuring good results
in their own limited divisions.

In addition to the executive, the usual strictly admin-
istrative agencies of an ordinary manufacturing business
may be divided into those which are in their nature (a)
creative, (b) directive, (c) corrective, (d) recording, (e)
investigating, and (/) those which create trade not prod-
ucts. These same administrative functions in modified
forms are applicable in our colleges, and should be dif-
ferentiated and put in force therein.

(a) The creative agencies are those which prepare and
lay out work for the operating or producing forces; for
example, those which design, plan or draft the particular
form or content of the thing to be produced, so that it
may accomplish the end in view or satisfy the demands
of the customer or trade.

(b) The directive forces are those which superintend
the actual turning out of the product or manufactured
articles; for example, the superintendent, the master
mechanic or master car builder, and so on down through
all those who supervise but do not themselves perform
labor. In the earlier days of small things the master
labored beside his journeymen or apprentices, doing the

208 The Reorganization oj Our Colleges

finest work himself; but to-day we find foremen and as-
sistant foremen; and over these, superintendents and as-
sistants; and above these, managers and their deputies;
and so on up through the various administrative and ex-
ecutive forces to the president.

(c) The corrective agencies are those which fix stand-
ards of good work or good results for the other departr
ments and then enforce compliance with these standards ;
as, for instance, the inspectors, the credit and auditing
bureaus, etc.

(d) The recording forces are the bookkeepers and
others who keep the records of the establishment, its
credits and debits, its purchases, sales, etc.

(e) The investigators are those who, in the light of
past experience, are looking for new and improved
methods, machinery, products and outlets, that there
may not be stagnation, but rather increased growth,
power and output to meet the constantly changing con-
ditions of the plant itself and of its customers and com-
petitors. Such also is the dead work in a mine, to dis-
cover and develop in advance new workings which shall
be ready to continue the output when the older parts of
the mine are worked out. But this dead work and in-
vestigation are carried on out of the current receipts of
the producing portion of the concern and so are an
added expense, and to that extent reduce current divi-
dends.

(/) Those which get trade to keep the producing part
of the plant in operation. Such are the advertising and
the salesmen with their traveling and other expenses.

Substantially all of these administrative bureaus exist

Nature o] Administrative Departments 209

in any extensive producing business. As it grows, these
divisions are further developed, differentiated and sys-
tematized, until at last they become almost or quite
separate businesses by themselves — yet are all a finan-
cial necessity, but a financial drag upon the forces which
actually and manually turn out the material produced
by the concern, and which are the chief forces in every
small or primitive business. Their nature is the same
in the main, and the rules which govern them are simi-
lar, whatever may be the business or calling in which
they are to apply. The administrative experts may
even be the veriest tyros in the technical parts of the
work, since the necessary technical knowledge can be
supplied by the practical workers and experts.

How completely general administration is an expense
and not a producing agency is illustrated by a statement
of the heads under which it is carried. In the books of
one large trust, separate accounts of administration and
executive expenses are kept under the following head-
ings:

President Bureau of Statistics Construction and Main-
Vice President Bureau of Tests tenance
Treasurer General Office Transportation
Secretary Law Woodlands
General Manager Purchasing Insurance and Taxes
Auditing Manufacturing Exports
Accounting Sales

In other words, there are nineteen separate adminis-
trative or executive departments or bureaus superim-
posed upon the productive forces, and necessary to get
good results out of the producers of the business. As
the college is distinctively a factory, it requires some-

2io The Reorganization oj Our Colleges

thing of this same separate executive and administra-
tive organization to get satisfactory results out of the
raw material which is turned over to the care of the in-
structors, who are the college workers and producers.

But as these administrative departments have grown
in size, the objects which they originally had in view
have increased in scope, importance and results, to cor-
respond with the added cost. The wise business man
does not hesitate to increase his administrative ex-
penses if thereby he can improve other conditions.

In the colleges the general subject may be pedagogi-
cal, but the administrative system, to be successful and
complete, must be essentially like and modeled after
those applied in ordinary industries and callings, and be
run upon the same general principles. It is a question
of numbers, and size, and intricacy, and not of peda-
gogy. This and the need of a separate administrative
department are well illustrated by the Briggs Report,
wherein the committee of the faculty of Harvard College
upon improving instruction therein frankly confessed
themselves unable to cope successfully even with the ad-
ministrative problems directly connected with the peda-
gogy of the college. The whole investigation was a
brave attempt upon the part of the faculty to do another's
work. The very words with which they open their re-
port should have convinced them that their investigation
was extrapedagogical :

"Early in the deliberations of the committee it became
clear that neither the faculty nor any member of the faculty
possessed accurate and detailed knowledge of the methods
and the efficiency of instruction in all the different courses,

Nature of Administrative Departments 211

and that the committee, if it would speak intelligently, must
get such knowledge."

And so this committee labored for two years in
gathering and collating the information and statistics
which the administrative department of a modern fac-
tory would have had in its records in a much more satis-
factory form, and which it could supply to the president
upon a few days' notice, and by the use of the ordinary
clerical force, and covering a series of years. The in-
formation thus obtained applied to only one institution
during a single year, and hence was valueless for another
institution, or for Harvard a few years later. It was not,
as in the case of a business office, on tap, kept up to date,
constantly growing broader and broader, and made
more available every year for the use of every one con-
nected with the establishment. The Briggs investiga-
tion was indeed a fearless investigation along college
methods. But from the point of modern administrative
methods it was crude and unscientific and ought to have
been unnecessary. It was as far behind business prac
tice as it was ahead of college practice.

As our college finances are conducted by financial, not
pedagogical, experts, and our pedagogical department
by masters of pedagogy, so our college administration
should be run by administrative, and not pedagogical,
experts. Hence in our college reorganization we shall
differentiate as sharply between pedagogy, pure and
simple, and administration and the executive, as we
now do between finances and the pedagogy which is
clogged and fettered by unnecessary and misunderstood
administrative problems based on high-school and col-

212 The Reorganization oj Our Colleges

onial college conditions. A few samples will show how
marked is this sharp distinction and cleavage between
the administrative and all other departments in modern
business affairs of importance.

In a mercantile house the rights and duties of the
salesman and the credit man are clearly distinguished.
No matter what orders for goods may be obtained, they
must be approved by the credit man.

In a factory the cost department is apart from and
regulates the manufacturing, and determines what profit
is made upon each product, and charges to each its pro-
portion of the fixed and other general expenses.

In an insurance company, the agents may bring in
business and the medical department may approve the
risks, but the actuary must determine the basis and plan
on which the company can safely write its policies and
accumulate its reserve.

Thus, in every modern business or industry of impor-
tance, there are dominant administrative departments
which do not produce business, but regulate it and make
it safe and profitable in the end ; which do not in them-
selves directly increase the assets of the concern, and
whose cost is each year written off to profit and loss.
Yet this cost is justified by the improved net results of
the whole establishment.

So in the reorganized college the administration will
not be productive like the finances and pedagogy, but
regulative like the credit man, the cost accountant, the
actuary and the other administrative departments — un-
der whatever name or form — which in other large affairs
bring order out of chaos and insure profitable results,

Nature oj Administrative Departments 213

while conserving the good name of the whole; but all
adapted to the conditions of that particular institution,
and with novel improvements to meet novel exigencies.

A good administrative department systematizes and
lightens the labors of everyone connected with it, and
thus gets better results. In the New York offices of the
great trusts the clerks are promptly dismissed at five
o'clock each afternoon with as much regularity as the
members of a trades union; and at its eighteen-story
building, No. 26 Broadway, New York City, the Stand-
ard Oil Company emphasizes this rule by turning off
its electric lights at 5 P.M. and stopping all elevator ser-
vice at 6 P.M. After these hours everyone must use gas
and tramp up and down stairs. Much unnecessary la-
bor and waste of time of all connected with the college
could be done away with by introducing some much-
needed reforms through a separate administrative de-
partment. Much of the college work could be done in )
one half the time now required if the colleges could in-
troduce some of the system which their undergraduates
will find pervading every department of life as soon as
they leave Alma Mater's doors.

We must now further examine in detail some of the
ordinary administrative bureaus, to ascertain if they
cannot and must not be adapted to college conditions
and used to improve college methods and results, if our
reorganization is to be on anything like as high a plane
as prevails in our modern corporations.

Possibly we shall approach this examination more
open-mindedly if we know that there is one well-authen-
ticated case (and undoubtedly many more) where busi-

214 The Reorganization of Our Colleges

ness methods have been deliberately introduced into the
college under the direction of a trained business admin-
istrative expert, and that the pedagogical effects thereof
have been eminently satisfactory. The following is an
extract from a letter of the Secretary of Columbia
University :

"As a result of one year's vigorous business administra-
tion of the dean's office in the Schools of Mines, Engineering
and Chemistry of Columbia University, the number of
course conditions per student was reduced forty-three per
cent, the number of entrance conditions carried by students
being reduced sixty-two per cent in the same time. Put in
another way, the ratio of conditions carried by first, second
and third year men last year, to those carried by second,
third, and fourth year men, this year (i. e., the same students
one year later) was seven to one."

CHAPTER XVII

BOOKKEEPING AND ACCOUNTING IN THE REORGANIZED
COLLEGE

WE cannot understand modern business administra-
tion unless we see how, from comparatively simple be-
ginnings, it has developed and built up intricate and
indispensable bureaus and systems with wide uses and
beneficent results. This is well illustrated by the
growth of the science of modern accounting.

Until comparatively recent years bookkeeping was
merely the most elementary form of preserving a record
of the simplest financial dealings, that is, of the debits
and credits. A crude single-entry ledger and daybook
sufficed for most concerns. But as the transactions in-
creased in variety, complexity and amount, bookkeeping
errors also increased and required some check ; and ac-
cordingly the double-entry system with its trial balance
was introduced, with the sole object, at first, of detecting
errors in entering and posting. As late as thirty years
ago this new system was often strenuously opposed as
not yielding results which could pay for the additional
time, expense and skill which it required.

But soon modern exigencies began to demand, not
merely accuracy in entering and posting, or knowledge
of how much the concern owed or was owed, and to and
from whom, but rather what it was doing in its own

215

216 The Reorganization of Our Colleges

various branches and how much it was making or losing
in each. In other words, the main thing became, not
its debit and credit relation to others, but what the busi-
ness itself was costing and earning in each department
and item. That is, the prime object grew to be an an-
alysis, to the finest detail, of the business itself and of its
own shortcomings and successes.

In this emergency it was found that the new-fangled
and much-opposed double-entry bookkeeping furnished
an instrument, ready to hand, which could be easily de-
veloped to meet the additional and changed require-
ments. Thus this method, which was devised merely
as a check upon the accuracy of the bookkeeper's work,
has become the foundation of a most intricate and deli-
cate internal analysis and system, comprehending book-
keeping, auditing, cost-accounting, and the collection of
statistics which serve both as a diagnosis and prognosis
of the business. Without it, and the improvements
which have grown out of it, true success in the tangle of
modern business conditions would be impossible and
bankruptcy would be inevitable; for modern auditing
and accounting in all their forms are directly based upon
double-entry bookkeeping. But, again, all this implies
additional administrative detail and expense.

Our colleges have not gotten beyond the single-entry
stage, nor can we expect them to rise to anything in ad-
ministrative methods corresponding to modern account-
ing and auditing, so long as they imagine that they can
meet the intricacies of their modern problems by cling-
ing to colonial and pedagogical single-entry methods.

I am not now speaking of the college financial de-

Bookkeeping and Accounting 217

partment, because, as already shown, its bookkeeping
and accounting problems are so simple that there is
really no excuse for their not being kept in a perfectly
satisfactory form. I am referring rather to the failure
of the colleges to develop any truly scientific and com-
prehensive system for finding out the facts, and for an-
ticipating and meeting the problems which have been
arising daily in connection with the expansion of the
college, and its adoption of university methods if not
of university form, and the other fundamental changes
which we have had occasion to discuss herein, and which
were so clearly indicated in the extracts from President
Eliot's latest book, given on pages 203 and 204. One
man who is almost more closely related than anyone
else to college affairs, and especially to religious educa-
tion, puts it in this way:

" It seems to be the impression that as soon as you get into
the atmosphere of college education, and especially of edu-
cation under the auspices of religion, you have no right to
look for facts."

This is a pretty broad statement, but it comes from
one who has had the very best opportunities to judge of
conditions. Possibly the nature of the rather technical
change in the business bookkeeping system, and the
difference between business and college ideals, can be
made clearer in another way. Under the crude single-
entry system the proprietor's only unit was the external
debits and credits of the business, expressed in dollars
and cents, and this was quite sufficient for a small busi-
ness conducted under simple and primitive conditions.
But as the business expanded, it became necessary, in

218 The Reorganization oj Our Colleges

order to accomplish the same results, to provide new
units by which to measure results and meet competition
— units of time and men and machines, of profit and
loss in each department, of detailed expenses and costs,
and all the other units which make up the objects and
ends of a modern accounting and auditing system. But
our colleges are too much inclined to stick to the most
paltry feature of their original unit of value and ac-
counting. They are content to magnify the marking
system as a substitute for the former intimate personal
knowledge of the teacher and taught, brought about by
daily contact for four years in a very small college. They
forget that a student was not told of his marks unless he
made special inquiry after graduation, and that marks
were kept merely to determine rank and honors upon
the commencement stage.1

We must find new units of value in our reorganized
colleges; units based upon a broad training for citizen-
ship; units calculated to supply the lack of the intimate
acquaintance with the pupil's personal characteristics
and educational needs which gave the earlier professor
such an ability to train each individual student as he
needed to be trained. Huge numbers of students and
teachers, and changed social and other conditions make
impossible the former close personal acquaintance of all
within the college walls. The same results must now be
obtained in other ways and through new units, as in
business ; and these new units of value, and the methods
of properly applying them, must be one of the functions
of a bureau of the new administrative department; and,

1 "Individual Training in Our Colleges," pp. 57, 186.

Bookkeeping and Accounting 219

so far as possible, each new unit must have a like value
in every institution.

We must have an administrative system broad enough
to cover all of the diversities of our colleges, and yet cap-
able of being applied to the ordinary problems of any
particular institution. This diversity has an important
bearing on this present phase of our subject, because it
emphasizes the great differences which exist in the pro-
fessed or actual aims of our various educators and in-
stitutions, and of their systems of study and training;
which differences are enfeebling and disturbing in the
highest degree, and must continue to be so until some
modern form of accounting and auditing, applicable to
college conditions, introduces some uniformity and new
units of value into their records and methods. We must
agree as to the objects for which we are to work after
our reorganization, or else that reorganization will be in-
complete because not directed to any well-defined goal
agreed upon by institutions of the same class and with
similar aims. This can be accomplished only by devis-
ing and extensively applying something like a modern
double-entry auditing and accounting system to the ped-
agogical, that is, to the producing part of our colleges.
The evident differences between what the college does
stand for and what it should stand for indicates to the
unprejudiced observer from without that there are not
sufficient common data, and hence no common point
from which to argue. These must be obtained through
bureaus of the administrative departments of many col-
leges working together upon an agreed system.

This may seem technical to many readers, but it will

220 The Reorganization oj Our Colleges

appeal to business men, public accountants, corporation
lawyers and reorganizes; and a very little and first-hand
investigation will convince them that the charges are
well founded, and that the colleges are still in their
single-entry stage in administration. They still have,
too often, a crude system for keeping the debits and
credits which entitle a man to a sixty or seventy per
cent diploma, but they have no way of analyzing, day
by day or even term by term, the real results, in the
pedagogical and student life departments, of each
branch and subdivision of the college work.

As a matter of fact, a college education consists of the
final molding which the student citizen gets in each of
the three planes of his college life. The college book-
keeping system is largely based upon the idea that that
education consists of getting a diploma — by hook or by
crook. When a college education means to us in name
what it does in fact to the individual, we shall see that
the college must have some way of internal analyzation
such as every good business concern possesses and uses.
We will understand, as we proceed, how indispensable
this analysis has become in modern business and manu-
facturing, and how invaluable and indispensable it will
seem to all concerned after it shall have had a fair trial
in the college.

One of our largest universities, for example, has not
been able to put into practice a modern method of de-
termining even the exact financial cost of its several de-
partments. These hand in estimates upon which the
annual budget is based. But at the end of the year the
surpluses and deficits of the several departments are

Bookkeeping and Accounting 221

arranged by trading postage stamps and supplies. There
is no question of dishonesty involved, but the institu-
tion's bookkeeping must be essentially misleading and
valueless.

If this be true of so simple a matter as its cash account,
it is not surprising to learn that a recent careful exami-
nation of its pedagogical account disclosed many courses
in the catalogue which had not been taken by a single
student for some years. If the institution can afford it,
it may be quite necessary that there shall be many grad-
uate courses which are taken by but few students. The
point here is that the college auditing department should
be able to know and show the relative value, instruc-
tionally, of every part of its working force and machin-
ery, and that, until this is as thoroughly so in the college
as the great business trust, the college is at a marked dis-
advantage in determining how it can most wisely apply
its financial, pedagogical and other resources in meeting
its obligations as a public servant.

After a pretty careful examination of college methods,
and from a practical knowledge of the growth of ac-
counting and business administration for thirty years, I
am sure that, if our colleges would formulate and apply
new units of value and up-to-date administrative and
accounting methods, they would quadruple in ten years
their net results in wholesome training for citizenship,
without a dollar's increase in endowment, and to the
lasting satisfaction and gain of all concerned, and at a
relatively great saving in cost.

Certainly an educational institution, with millions of
capital, ought to have as modern an accounting system

222 The Reorganization oj Our Colleges

of time, money, material, men and net results, as thou-
sands of corporations with one hundredth of its capital.
The whole college economy would be upset if the presi-
dent should call for a tithe of the detailed information
which the auditing and accounting bureaus of a great
trust furnish daily as a matter of course. But this
would be just as true of the trust if its workmen were
asked for this information. It is the latters' duty to
work and produce, and let the administrative depart-
ment gather its information and facts by its own methods.
So in our reorganized college it will be a bureau of its
new administrative department which will do the ac-
counting work, and the instructors will give their time
to teaching and to improving their own departments.
Some of the marked and epoch-making improvements,
which will follow from the adoption in our reorganized
colleges of something approximating to modern ac-
counting, will become apparent as we proceed.

CHAPTER XVin

THE USE OF BLANK FORMS IN THE REORGANIZED
COLLEGE

THE only great profession or business in our country,
dealing with large numbers of men and having wide
competition, which has failed to elaborate and adopt a
comprehensive set of blank forms, is the college — which,
nevertheless, is presumed to be intelligently training our
future problem solvers and citizens. This failure is em-
phasized because it indicates how little college pedagogy
understands or, under its present administrative ideals,
can understand its own internal problems or the modern
methods and tools available to help it in solving those
problems; and hence how little probability there is that,
of its own initiative, it can hope to work out of its diffi-
culties, or to fit its students to intelligently use forms and
blanks in their own future work. Yet the use of forms,
blanks and precedents is an important educational fea-
ture which must be learned at some future time in the
students* training.

Definite forms or blanks serve several vital uses in
modern business and affairs:

(1) To obtain and preserve exactness and the best
precedents, and thus to save time, money and mental
wear, as in law forms, insurance policies, etc.

(2) To systematize details, increase administrative

223

224 The Reorganization oj Our Colleges

effectiveness and decrease administrative expense, and
thus, incidentally, to make it possible for experts in any
line to take up their work in any place; as, for example,
bookkeeping and auditing systems. Forms and blanks
also exactly define the work to be done and the method
of doing it, iind promote honesty in handling the time
and property of other people.

(3) To analyze intricate affairs so as to enable us (a)
to study them in their slightest detail ; (b) to know every
day what a vast establishment is doing; (c) to contrast
easily and surely present conditions with those of the
past; (d) to detect errors before they have become serious
or chronic; (e) to know precisely what each department
or product costs, and where a profit or loss is being made;
and hence (/) to collect statistics which will furnish us a
compass by which to steer our future course. Such
modern analyzations are seen in cost systems, railroad
accounting methods, etc. Let us examine these three
classes more carefully and in detail.

(i) The earliest instances of forms as precedents are
found in the law. The ancient writs and forms date
back many centuries and serve as examples of the con-
scientious endeavor of the law, first, to exactly define and
then to preserve our legal rights and remedies. No law-
yer can imagine what would be the present legal uncer-
tainty if the best minds upon the bench and at the bar
and in the legislature had not been constantly exercised
to prepare, preserve and improve legal forms and prec-
edents, or if each state's attorney or court clerk or other
public official was not bound down, yet immensely
helped, by rigid forms and precedents. What would

The Use oj Blank Forms 225

courts of law do if, instead of using and passing upon
the standardized and recognized forms and precedents
in common use, they were constantly called upon to
construe and sign higgledy-piggledy forms to be devised
upon each occasion by each lawyer? Or what would a
life insurance expert say if each agent, skilled or un-
skilled, might send in an application in a form to be
evolved in each case, and if each medical examiner
wrote out his own varying medical report, and if the
clerks in the home office drew each new policy in the
form which occurred to them at the moment? If, for
example, there were no recognized forms and standards
of insurance policies, it would be necessary to have the
writing of these intricate contracts done under the
charge of a skilled lawyer, instead of having the written
blanks filled in by an intelligent clerk. Yet after 270
years of college development in this country, such is
about the stage at which we have arrived as to forms
and precedents — with the exception that, in intercol-
legiate athletics, our alumni athletic committees have
worked out a rigid set of precedents and rules in football
and other sports; and that, in their baseball and other
score cards and records, the students may measure their
performances by standards which put upon each play a
value recognized throughout the country, and make a
college record as good in California as in New England!

This is merely an application, by expert business ad-
ministrators, of business principles to what many deem
the lowest plane of the college life. Its undue promi-
nence is almost wholly due to the fact that it is the only
department where business principles, upon essentially

226 The Reorganization of Our Colleges

the same system and in essentially the same detail, have
been applied at the same time in practically every college
in the country. This overwhelming success of business
administration, in the only department of the college
where it has been cooperatively, wisely and systemati-
cally standardized and applied, ought to make the -col-
lege authorities pause — or, as their students would say,
sit up and take notice. The phrase fits the case ex-
actly. If strict business administrative methods, cooper-
atively applied by outside experts, have upset the college
economy and unduly exalted intercollegiate athletics at
the expense of the pedagogical department, the college
equilibrium can be restored only when it puts the same
successful business methods, under competent experts,
into force in all parts of the college.

The same rules as to waste, loss of time and want of
exactness apply in the college as in any other great ag-
gregation of men and material resources working toward
a common end. The college must realize this, and
elaborate and use this great agency of forms and prec-
edents, or else it must continue to waste its own time,
money and efficiency, and those of its teachers, officers
and students.

(2) The reorganized college administration will thor-
oughly appreciate that standardized and scientific meth-
ods and precedents are not clogs and frills which ob-
struct, but rather scientific working tools which increase
administrative and executive, and hence productive, ef-
fectiveness, and decrease the friction, expense and loss
of time which are otherwise inevitable in large affairs;
and that they tend to educate a corps of trained admin-

The Use of Blank Forms 227

istrative experts available, like trained pedagogues, for in-
stant use in any institution. But to-day, after 270 years
of experience or lack of experience, there are no such
comprehensive and standardized college administrative
systems, like the bookkeeping, accounting and auditing
systems of the business world, and no administrative ex-
perts fitted to advise, introduce or conduct such systems
in colleges. Our institutions, for many years, must seek
help and guidance in this respect from the experts of the
outside world. The colleges must bend their united
energies until their administration and executive are not
one whit behind their machinery — that is, their peda-
gogy— but up to date, so that their chief in command
can rely upon the information furnished him, as both
complete and accurate; and, also, so that honest and
efficient work may be done in all parts of the college.

(3) This is not the time or place to tell what modern
cost and accounting systems have done for our business
concerns, nor to set forth the place which they have oc-
cupied in modern reorganizations. A very few exam-
ples will serve to show what these great instruments
might do in a properly reorganized college.

The accounting system of a railroad must audit and
safeguard the company's cash and interests in the hands
of thousands of agents and employees scattered, often
singly, over an immense area. Yet it must also be able
to tell what each link and branch of the road is doing; to
analyze each detail, and charge it with its proper pro-
portion of the general expenses, and define its particular
profit or loss; to provide a means of comparing each de-
tail with the past, and with similar details upon other

228 The Reorganization o] Our Colleges

roads; and, by mere transcription of the totals of its
several accounts, furnish the precise data for the various
reports which each company must make to state offi-
cials or the United States Interstate Commerce Commis-
sion. Yet these uses of their accounting systems long
since came to be regarded by the railroads as profitable
and comparatively simple.

But when railroad scandals, misdeeds and rebates
called for a drastic and far-reaching remedy, it was
found in an accounting system embodied in printed
blanks; and a college professor was appointed to devise
a set of rigid yet comprehensive reports to be furnished
by each interstate railroad. These reports, calling for
minutely detailed information under many headings,
are to be the means through which the general govern-
ment expects to prevent a recurrence of the evils com-
plained of in the past. Furthermore, in their latest form,
these reports are so designed as to enable investors and
the public to know just what the railroads are earning,
and hence what is the true and relative value of their
securities, judged by an intelligible standard which ap-
plies alike to every railroad doing an interstate business.
Thus, through the employment, universally, of such a
mere administrative detail as a uniform accounting sys-
tem, the government proposes to protect not only itself
and the public who use the railroads, but also those who
deal with or own the most extensive form of investment
securities in our country.

Our railroads, while obeying the mandates of this law,
will actually be benefited financially and otherwise by
this wonderful advance in administrative methods, for

The Use oj Blank Forms 229

the new system will force itself into every department of
their organization and enforce better work therein, and
thus improve the morale and consequent financial re-
sults of every part and of the whole. In the past our
railroads have often complained of and resisted the in-
creasing expense entailed upon them by the more de-
tailed reports constantly called for by governmental
commissions; but the great trunk lines could not if they
would, and would not if they could, go back to their
administrative conditions of fifteen years ago, nor wipe
out the splendid advantages which have come to them
because they have been compelled to arrange their audit-
ing and accounting departments so as to furnish the ex-
act details called for by the government. These new^
accounting requirements have compelled them to ana-
lyze sharply their own business, and compare it in all its
details with similar details furnished by their compet-
itors. Here is another illustration of the benefits that
would flow to the colleges by the enforcement of a sys-
tem which was practically universal in its use in insti-
tutions of the same class.

The same things are true of each successive improve-
ment in the cost- accounting of a factory. It is not only
a safeguard and record, but the philosopher, guide and
friend of the captains of industry who are the executive
officers of the concern. As a ready reckoner and chart,
it multiplies the powers and value of the best men of the
company, while it checks off their work as well. It
enables them to pass over the minor matters to assist-
ants, but furnishes exact data on which to decide the
most momentous questions. At present one great fault

230 The Reorganization of Our Colleges

of the colleges is that there is no way of checking off the
production, that is, the professors' work. For many
instructors have an antiquated idea that it is an insult
to suggest that they need to have their work checked off.
A distinguished professor once said: "For the presi-
dent even to inquire as to the methods of my department
is to express dissatisfaction. If he were entirely satis-
fied he would not inquire. To inquire, therefore, is
simply to offer me an insult."

It is not difficult to see why there is so much jealousy
in college in regard to administrative reforms. They
are not under the charge of a separate and coordinate
department of administrative experts, but under peda-
gogical colleagues who are deputed to do some extra
and much-needed administrative work. It is only hu-
man nature that any proposed changes should bear
rather harder on some instructors than on others; and
hence be resented as the arrogance, interference or un-
fairness proposed by a fellow-teacher. We must expect
this feeling to hinder true progress until such time as we
put the administrators in a separate department of
their own, and give them real authority commensurate
with the dignity and importance of their work.

The attitude of the head of a great business concern is
just the contrary to that of the college. He is constantly
striving to put into effect new and improved administra-
tive methods to check off the work of himself and of
every other man in the business, that thereby each may
do better work with less exertion. He will gladly pay a
premium for any new plan by which he can measure up
and improve his own work. The college financial de-

The Use oj Blank Forms 231

partment sometimes provides a method of auditing the
dollars and cents, but there is no college bureau that can
furnish an audit of the days and hours of teachers and
taught which must not be wasted, for the undergradu-
ates will not pass that way again.

Many of the alumni are eventually to become part of
some great corporate or business system which has been
made possible by rigid adherence to modern forms,
blanks and accounting systems, and by the science and
brains which make use of these as they do of any other
improved modern machinery. There is nothing novel
or unusual about such an idea. We are in constant
touch with such methods. We have to do with a system
of forms, blanks and accounts whenever we deal with a
a public-service corporation, or a department store, or a
great factory, or pay our taxes, or touch the affairs of
any governmental agency. Why, then, should not the
student citizens be better fitted for their life's work by
intelligent contact with such agencies during their college
course?

As a matter of fact, then, college pedagogy is the only
profession, dealing with large numbers of men and in
active competition with other great institutions of the
same kind, which has not appreciated the administra-
tive, formative and scientific value of a modern stand-
ardized system of forms, blanks, precedents and ac-
counting. It and its students have paid dearly for its
ignorance and blindness, but must now learn by ex-
perience the true value and unlimited uses of these
agencies. The reorganized college administrative and
executive departments will make it the first task to revo-

232 The Reorganization 0} Our Colleges

lutionize all this. So long as this simple yet extensively
applicable agency is not comprehensively and intelli-
gently used by our colleges, and the work of each and
all their activities checked off, compared and standard-
ized, we must expect to continue to get only the thirty
per cent of possible results in training for citizenship
which the colleges have so often given us. They will
still continue to exhibit their lack of understanding of
their own true aims and purposes, their incompetence
to analyze their subjects, their lack of uniformity and
comprehension in their treatment of their problems,
their use of their best minds to do clerical work, and
their inability to avoid future mistakes through studying
and charting their earlier ones.

The various places where proper and standardized
blanks, forms and precedents, and accounting systems
based thereon, will improve college results, will appear as
we proceed, and not least in connection with the mark-
ing system. Most forms can and should be constantly
improved as often as experience and new conditions
require changes. Hence the reorganized colleges must
not be satisfied with what will seem sufficient in an
earlier stage of their development, but must constantly
look for and make improvements. They must print
their forms and blanks in small editions to enable them
to change them as frequently as they can profitably do
so. Yet one dean writes:

"Colleges are afraid of expense and will not print forms
even at the request of a dean, for fear that they may not be
used enough to pay or may be superseded next year by some-
thing better!"

The Use oj Blank Forms 233

Good business practice is quite the opposite to this, and
changes and improvements are constantly made in each
new edition of blanks.

Nor must the colleges make a fetish out of any system
of forms. At best it is only a means to an end, and they
must not overelaborate it nor let it become their master
to be slavishly followed. Moreover, a simple system,
closely and wisely used, is far better than an elaborate
one which is used in a perfunctory or slovenly manner.
Above all, they must avoid degeneration into red tape or
the use of any unnecessary detail whose advantage is not
clearly seen. The elaborate reports of the railroads to
the Interstate Commerce Commission would not be
tolerated if the object of every detail was not clearly
evident. Indeed, these forms have been prepared with
the active cooperation of the accounting departments of
the railroads with the Commission's experts. In other
words, the colleges must remember that there are forms
and forms, and that forms and blanks are in the nature
of administrative expense saddled upon the producing
forces, and therefore to be used as sparingly as possible.
An institution should not take pride in a system of forms
because it is elaborate, but rather in a system in which
every form is indispensable because it is directed to some
comprehensive and important end, or to furnish new
units of value by means of which to demonstrate what
every part of the work is doing, and thus to add to the
efficiency of the whole in training for ennobling and
efficient citizenship.

An instructor writes:

"It might be observed that most college professors detest

234 The Reorganization oj Our Colleges

blanks, and that it is exceedingly difficult to get them to
make good use of those they now have."

This is partly because the present forms are of little
value and lead nowhere, and partly because there is no
coordinate and independent department in charge of the
system.

CHAPTER XIX

STUDY AND CARE OF ITS PLANT BY THE REORGANIZED
COLLEGE — THE COLLEGE INVENTORY

THE new administrative department will have the
brains, experience and desire to make a full inventory
and analysis of its plant, animate and inanimate, and of
its capabilities, to the end that thereafter full value and
results shall constantly be gotten out of the plant and
each and every part thereof.

An example from a modern reorganization will illus-
trate how these things are not done in the colleges. Upon
its incorporation, a certain trust took over about thirty
mills of varying sizes and descriptions, situated in many
different states, but all engaged in some branch of the
same great industry. One of the first things done was
to make an exhaustive study of each plant to ascertain
what it comprised, how it could be simplified and im-
proved, and then how it could be coordinated into the
new great working whole. Many processes and much
costly machinery were found to be duplicated. For ex-
ample, each mill had disposed of its waste material upon
its own plan or for its own purposes. This system was
changed, and all the waste was shipped to one of four
conveniently located plants especially reequipped to
get the highest price for this waste at the least cost; and a
further saving was effected by cutting out corresponding
departments and processes in the twenty-six other mills.

235

236 The Reorganization oj Our Colleges

Furthermore, the new management found itself the
owner of thirty mills, none of which could furnish a
comprehensive inventory upon a given plan. Hence
there was organized, upon a scientific basis, a new in-
ventory-taking department, headed by a skilled super-
intendent, who was given the necessary assistants and
such local aids as were desirable. At the end of three
years this department had paid for itself twenty times
over by the vast amount of machinery, tools and parts
which it had unearthed, listed, and made salable or
available in the different mills. But this was one of the
least important of its good results. It had provided an
unerring chart for future work and improvements. For
example, if the company wished to install a new ma-
chine, costing $100,000, it could set it up in Mill A and
thereby replace an $80,000 machine, which could be
profitably put into Mill B. The $60,000 machine there
displaced could be set up in Mill C, and so on down the
line until the machine thrown out in Mill K was fit only
for the scrap heap — and all this by the aid of an inven-
tory which was merely the scientific and complete record
of an administrative bureau, yet which would be ac-
cepted as a matter of course in such a reorganization.
It is not too much to say that in this single department
of one trust there was more scientific study of the con-
cents plant, and a more complete record and use of what
was thereby found, than have been made in a decade by
all of our 850 colleges and universities, with their $300,-
000,000 of fixed plant and $300,000,000 of funded capital.

The words of the eminent instructor quoted above,
"Did you ever know folk who sang so many paeans to

Study and Care oj the College Plant 237

themselves?" impress the candid observer of college
catalogues and other official publications. The insti-
tutions too often hold up certain ideal conditions as
substantially realized in their own case, and they finally
come to believe that these conditions are actually ideal
and existent. Yet careful inquiry often demonstrates
that in these very particulars the college is in a very bad
shape. Recently an old and active alumnus trustee in
a leading university complained bitterly to me of certain
vicious tendencies which he claimed were rampant
therein, although he had been fighting them constantly
for many years. On the same day I received a letter
from the president of the same institution expressing
supreme satisfaction that these very evils had not ex-
isted and could not exist therein. Both of these men
are well known and widely honored, but either one or
the other was not perfectly frank, or else the facts about
important branches of the institution had not been prop-
erly studied and made known, so as to furnish a com-
mon ground for discussing them. It was undoubtedly
an honest difference, but, from a business standpoint,
an unnecessary one; and from the standpoint of the
commonwealth and the undergraduate an unpardonable
difference which could not have existed if an available
and accurate annual inventory had revealed the real
facts.

The second annual report of the Carnegie Founda-
tion (p. 37) says:

"The catalogues of many colleges are prepared in such \
manner as to make it difficult to extract from them exact 1
and specific information concerning courses, entrance re-

238 The Reorganization oj Our Colleges

quirements and facilities for work. There runs through
most of these publications an optimistic view of the facilities
and excellencies of the institution which goes far toward
making these publications advertisements rather than sim-
ple, straightforward accounts of those things which students
and the public seek to know.'*

A proper inventory shows what goods are shopworn
or otherwise defective. Furthermore, goods are taken
at cost and not at their selling or catalogue value. There
has been too much tendency to take everything in a
college at its catalogue and not at its true value educa-
tionally. The college has no data such as a good in-
ventory gives to the dealer or manufacturer, by which
it can tell just what it has on its shelves. The nearest
approach that any college has made to taking a full in-
ventory was in the case of the Briggs Report, already
referred to, made to the Harvard faculty in 1904. The
conditions disclosed were certainly not edifying, but the
spirit in which the investigation of a small part of the
college work was made, and the frank and full report
thereof published, was worthy of the best modern busi-
ness practice and of being carefully followed by this and
other institutions. So far as it went it was a splendid
example of how a college may well take an account of
stock, but it should be followed up and taken annually,
ynot by one college but by many, and the results collated
and compared. Otherwise one half of the true value
and power for good of such work is lost.

But very frequently a college president or professor
resents it if you mildly suggest that there is nothing in
our colleges of the nature of a modern high-class ad-
ministrative department. The administration as an ad-

Study and Care 0} the College Plant 239

junct to the other duties of the instructors, which we see
in so many colleges, serves only to promote jealousy,
becloud the issue, delay real reform and hinder peda-
gogical results. If the head of such a system would
spend a month going carefully over the details and ideals
of the administrative bureaus of a great business cor-
poration, his head would reel, but he would have some
idea of what true administration means — outside of our
colleges — and the great purposes, all good and helpful,
which it serves. It would be better still if our college
presidents and chief professors would spend their sab-
batical years in their own country at the heart of a
modern trust, and there learn how the least as well as
the greatest things are checked off and accounted for;
how many units there are besides those of the cash
debits and credits of the concern; how every detail is
watched and its record kept; how every department is
set off against its fellow; how each day tells its tale to
those that follow, and all march on to the end of the
fiscal year and the final balance sheet. Then, and not
till then, will our teaching force have some adequate no-
tion of how pseudo administration can clog their work,
and an up-to-date administrative department could
transform a college and its ideals and net educational
results, and restore its former high meaning to the term
"college education."

CHAPTER XX

HOW THE REORGANIZED COLLEGE WILL STUDY ITS
FIELD

THE wise manufacturer or business man studies most
carefully the field into which he must send his goods; or
else he will soon become bankrupt. He must know
about railroad and water freights, tariff and police regu-
lations, internal revenue and pure-food rules, local leg-
islation and habits, and scores of other details before
determining how many and what manner of goods shall
be produced. This often necessitates an extensive pri-
vate bureau of information, supplemented by any fur-
ther figures which can be gotten from the great govern-
mental bureaus and commissions, and a "follow-up"
system, and many other administrative agencies. But
all this implies that the field constantly changes in some
particular which must be as constantly watched and
provided for in the economy of the business. This
study of the field also requires a continual push into new
fields, and if necessary the creation of new wants which
shall be filled by new goods, or the making of new prod-
ucts to replace more ancient or less efficient or more
costly forms.

Much has been written and is being written about the
change of the college field from the earlier days — when
its graduates were fitted only for the ministry, law,

240

Studying the College Field 241

medicine or teaching, " the learned professions" — to the
present time when scores of courses can be pursued in
our colleges and universities and technical, agricul-
tural and normal schools. But this undoubted change
calls for a correspondingly widespread and standardized
study of the field, and its past, present and probable
changes.

One of the needed administrative reforms in most col-
leges is a studying of their respective fields, to insure that
their scrap-heap education shall fit its victims for some
field, even if it does not go so far as actually to unfit them
for any real service in future years; and then, if possible,
to insure that there is some proper opportunity for each
graduate. With a growing proportion of our college
graduates it is no longer a question of square or round
pegs to fit square or round holes, but of polygonic pegs
to fit holes of the most intricate design. About fifty per
cent of our undergraduates finally drift into business.
What is here said shows how far the college methods
and ideals of good work are often below those of first-
class business; and how far, except under the professional
coach, a college course may unfit a young man for his
life's work, especially in business; and how little these
four years may contain of real value to the student in
finding himself and in training for efficient citizenship —
to offset the corresponding years of growth and indi-
vidual training which his high-school fellows will have
gained under the strict schooling of a modern business
office. We must not lose sight of the dwarfing effects
upon her undergraduates of Alma Mater's own failure
to introduce and practice the best administrative meth-

242 The Reorganization 0} Our Colleges

ods, including a careful survey of possible fields, and
the accurate exhibition of these fields before her stu-
dents, with every possible aid in assisting them to train
in some one general direction. As a consequence a col-
lege education is barred out in many establishments as
an undesirable thing, while it has lost its pristine pre-
eminence in the eyes of many parents.

Far as the high-school education of to-day has ad-
vanced beyond the three R's of the old " writing schools,"
so far also has the demand for well-trained college gr,ad-
uates advanced beyond the older learned professions of
ministry, medicine, teaching and law. There is a con-
stant call for well-trained college men, but many fields
are overcrowded with incompetents as well as com-
petents ; and new fields must be incessantly watched for
as they are being created every year. In business such
a condition would cause the immediate organization
and scientific equipment of a bureau, not only to study
the field, but to lay the exact results before the produc-
ing and selling staff, and profit by their advice which is
founded on knowledge gained by actual service in the
factory and the field. One well-known concern, whose
market is among the farmers, annually gathers its sales-
men together at its plant near New York, entertaining
them and their families, and paying for a special train
from the West. For certain hours each day a conven-
tion is held at the factory, at which the company's op-
portunities, capabilities and field are matched up and
discussed, and during the rest of the time the company's
guests are handsomely entertained at its expense. Tens
of thousands of dollars are thus spent annually by one

Studying the College Field 243

concern to make a market for a comparatively cheap
machine. What a sorry contrast to such a study of its
field do our college factories present with their output of
the best youth of our land ! The college can never ap-
proximate to doing its full duty to the state until it does
all in its power, not only to fit men for lives of future use-
fulness, but also to insure that its graduates find places
where they can grow until they in turn are fully able to
do their entire duty to the state.

Our colleges may well take a leaf from the experience
of their business competitors, and insure and take pride
in the future successes of their alumni, and the reduc-
tion of their own waste heaps to the smallest possible
proportions. It is very well to have a theory of educa-
tion which argues that some particular culture course or
method must be better than any other; but it is far
wiser to have an administrative department which shall
study the college plant and its capabilities, and the
fields which lie before its graduates, and at least at-
tempt to whittle down its students approximately to the
holes into which they are likely to be applied. Such a
department and such a scientific utilitarianism would
make our college teaching more rewarding and its re-
sults more sure, and tend to restore college education
and the reputation of the various institutions to some-
thing like their former high level. At least it would
shut the mouths of most critics who now rightfully find
fault with college methods and results, and decry a
"college education."

Many of our medical courses have been extended to
four years in addition to an A.B. degree, and as a result

244 The Reorganization oj Our Colleges

our young men may not be able to commence their pro-
fessional careers before they are twenty-seven or twenty-
eight years of age. A year or two at this period of life
is very valuable. No merchant who haggles over a
commissioner discount of one sixteenth or one thirty-
second of one per cent would think of wasting a year's
time and salary of his best workmen. Yet while our
universities properly keep on raising their professional
requirements, they take no adequate steps to save a
year or two of the productive lives of their students, by
insuring that better work is done in earlier educational
stages, so that a year or two may be saved at the end.
It seems certain that Germany covers in twelve years
just what our schools cover in fourteen, and does it
better. But the investigation and remedying of such
conditions belongs not to the pedagogical department
but to the administrative. The latter must find out
ways of doing good work in less time, and with less loss
of time.

CHAPTER XXI

THE MARKING SYSTEM IN THE REORGANIZED COLLEGE

IN "Individual Training in Our Colleges"1 it was
shown that in the earlier days marks were used solely
to determine the relative rank of the students upon the
commencement programme, and never to "bust out" of
college; but that now the marking system survives as the
sole test of college work, yet in the crudest possible form
of a decimal or a, b, c, d, e plan. In none of my read-
ing of early college histories, biographies or scrapbooks
have I been able to find a single instance where a stu-
dent was dismissed for poor scholarship so long as he
was not morally delinquent. On the other hand, a little
more than fifty years ago there came up in the Yale
faculty the case of a student whose standing was so low
in his studies that James Hadley, professor of Latin,
and the father of the present president of Yale, desired
him dropped from college. But a professor who had
special charge of religious interests and led the stu-
dents' prayer meetings said that he had observed the
young man in these meetings, and had noticed that he
seemed gifted in prayer, and that he believed that his
influence over his fellow-students was good; and that
therefore he hoped that he would be retained. By a
narrow vote the student was allowed to remain in col-

1 Pp. 57, 185-188, 192, 193.
245

246 The Reorganization o] Our Colleges

lege, but Professor Hadley remarked that he hoped that
he would be given to understand that his position was
"a precari-ous one."

The valuelessness of the present college marking, or
pedagogical, or administrative systems in giving a pro-
fessor any acquaintance with his pupils, or in furnishing
him with units of differing values by which to judge of
the real results of his own work, is indicated by the fol-
lowing extract from a letter from the treasurer of an
important corporation in Boston:

"I was lunching yesterday with a recent Harvard gradu-
ate of high standing who told me that when some time ago
he was asked for references to his professors he could give
none, for not one of them knew him."

It is not probable that such a young man would have
spent four years with a good business concern without
leaving some permanent record behind him. If some of
the best technical schools can get a thorough knowledge
of the strong and weak points of their students, and thus
find positions to which each student is fitted, the colleges
ought to be able to accomplish something like this for
their graduates.

Recently application was made to some well-known
educators engaged in normal work for an improved
marking form, adapted to aid alumni in supervising the
work of undergraduates in whose course they were per-
sonally interested ; that is, for a record which would have
a definite meaning and value to some one besides the
man who made it in his own blind hieroglyphics, which,
even to him, have different values at different times and
with different students. After several consultations the

The Marking System 247

assurance was given that it was practically impossible to
better the present decimal or a, b, c, d, e form. There-
upon the layman, acquainted with business forms, de-
vised the blank given below. Admittedly, under present
college conditions, this form can be adopted only in ex-
ceptional cases, but that merely demonstrates the faulti-
ness of those conditions. Moreover, the blank would
not have its true value for the college unless it was fitted
into a general scheme and chart, and its results could
be transcribed so as to check off the work of the class,
teacher and department. This blank was originally
prepared with the intention of aiding fraternity alumni
who wished to give time and thought to the progress
of undergraduates in whom they were interested, but
at whose recitations they could not be present. It is
offered merely as a suggestion upon which new marking
systems might be based. It coincides with the ordinary
decimal or a, b, c, d, e system only at the fourteenth
heading:

To PROF. :

NOTE. — It is with the full approval and co-operation of the stu-
dent that you are requested to fill out this paper. He has a copy of
this blank, and knows that he is to be marked by you, and as well
by some of his fellow students who are with him in your class — though
he understands that he will not see the report. This system of grad-
ing is part of an undertaking by which alumni friends of the student in
question hope (a) that he will do better work in your subject, (b)
that there will be a closer bond between preceptor and student; and
that thereby information may be secured and recorded concerning
his intellectual and moral characteristics which will be of value (c) in
his future work in college, and (d) in giving him a start after leaving
college. A duplicate is furnished for your own records.

The following marking system is suggested, but any other, if ac-
companied by explanation, may be used: A, 90 to 100; B, 80 to 89;
C, 65 to 79; D, 1,0 to 64, E, below 50. Or with the same relative
meanings respectively: High, Excellent, Fair, Passable, Failure.

248 The Reorganization o) Our Colleges

We trust that you will not fail to tell the student frankly in what
he is lacking or doing poor work. We will cordially join with you in
improving his work in your department, and his general growth in
intellectual and moral character. We will be pleased to receive,
confidentially or otherwise, any suggestions as to how we may aid
either yourself or the student, and trust you will appreciate that, in
asking your co-operation, we are attempting to effectually supplement
your own good efforts in the student's behalf; and also that you will
not hesitate to disregard any subdivision which you feel that for any
reason you cannot fill out to advantage.

To aid us in advising him concerning his work in and
after college, will you kindly, so far as you con-
veniently can, give us your estimate of the ability,
in comparison with college students in general, of

Name

College

Class

Subject

Instructor

Date of this report

Is your subject one of general culture, or is it
one likely to be of direct use to him in his expected
life work?

Interest in subject, as shown by

(a) Punctuality.

(b) Regularity of attendance.

(c) Cuts.
Attention in classroom.

(a) Courteousness toward teacher.

(b) Reading newspapers, listlessness,

etc.
Accuracy of mental action.

(a) Grasp of main points of subject.

(b) Grasp of finer distinctions of sub-

ject.

(Note especially mental slovenli-
ness, inaccuracy or lack of definite
understanding "of subject.)
Accuracy of expression.

(a) Oral (in recitations).

(b) In written exercises.

In subject

pursued

under you.

In
general.

The Marking System

249

5. English.

(a) Orthography.

(b) Expression.

(c) Range of vocabulary.

(d) Chirography.

(e) Neatness of written or blackboard

exercises.

6. Perseverance (including thoroughness).

(a) Determination to master obscure

points.

(b) Readiness to do extra work if nec-

essary to master subject.

(c) Interest in general reading and

sidelights on subject.

7. Originality.

(a) Ability to form independent judg-

ment.

(b) Ability to logically maintain same.

(c) Ability and willingness to take ini-

tiative among his fellow students
(leadership).

8. Co-operative spirit.

(a) With you.

(b) With his fellow students.

9. Faithfulness (sense of responsibility).

(a) With you.

(b) With his fellow students.

10. As a student, does he learn

(a) With difficulty.

(b) With ordinary ease.

(c) Quickly.

11. Is his memory

(a) Poor.

(b) Fair.

(c) Superior.

12. Is his general work with you

(a) Brilliant.

(b) Excellent.

(c) Ordinary.

(d) Plodding.

(e) Poor.

13. Does he, apparently, pass his examina-
tions principally

(a) By cramming.

(b) On general work through the term.

(c) By a combination of both.

In subject

pursued
under you.

In
general.

250 The Reorganization of Our Colleges

14. Give his grade in work as marked and

reported under the rules of your in-
stitution.

15. In your opinion is his work unfavorably

affected

(a) By the state of his health.

(b) By his habits.

(c) By his social, athletic or other dis-

tractions.

(d) By his feeling that his work in your

department is not relatively of
major importance.

(e) By inadequate preparation in this

or other departments.

(f) By any other conditions.

1 6. Please note

(a) Improvement since last report.

(b) Since first report.

(c) Particular failings or faults (intel-

lectual, moral or otherwise).

(d) Strong characteristics (intellectual,

moral or otherwise).

(e) Suggestions.

In subject

pursued

under you.

In

general.

As already noted, such a blank as this would be faulty
unless made a part of a complete system. The informa-
tion here asked for could be much more easily given by
a high-school teacher than by a college professor or lec-
turer. Then why not have some such record follow a
boy to college as well as through it ? In many factories
a cost card accompanies a piece of machinery or other
product throughout the whole process of its manufac-
ture. Can we not do as much for our boys and their
instructors — to make their work more simple, scientific
and effective?

Under a separate administrative department it would
not be difficult to have a large card or paper on which
this information could be charted for the use of the ex-

The Marking System 251

ecutive, administrative and instructional departments,
and for those in the student life department who were
attempting to insure that the young man found himself
in college and that his training therein should develop
one hundred per cent of the best stuff that was in him
for efficient citizenship. This chart would also enable
an earnest student to see himself through the eyes of his
teachers, and would furnish a reference in future life
such as is not now obtainable.

With such a marking system there would be needed
a " follow-up" plan which would be pretty closely mod-
eled after those in use in an ordinary business office.

In the reorganized college it will be presupposed that
substantially all the students will complete their course;
not that fifty per cent — about the present average — will
fail to graduate. Hence a marking system will not be
used chiefly to determine whether a student has "skinned
through" on "soft culture" courses on a sixty per cent
or D basis; else we shall soon seek a new head for our
administrative department.

From the dean of one institution I have received the
following concerning a system of marks which is in force
therein, and under which a degree may be obtained in
less than four years:

"It can be argued in favor of the system that it enables
the bright student to graduate sooner than the dull student.
But it is argued, and I believe effectively, that

"(i) It enables and encourages the student to seek soft
courses, so that it is the politician who gets out early, rather
than the student with serious purpose.

"(2) It enables scheming professors to trade in high
grades and thus make their class rooms popular. [It would

252 The Reorganization oj Our Colleges

not do for an outsider and a layman to suggest that this
really occurs ! ]

"(3) It draws the student's attention to marks rather
than to the subject matter.

"(4) The tendency is to encourage specialization in the
line easiest for the student, rather than the broad scholarship
and culture essential, especially in the early years of the
course.

"The members of the faculty are about equally divided,
rather against than for."

This statement indicates that the system in question
has many good points, and that its bad points come
from the failure to supervise and, from time to time, to
correct the system by a separate administrative bureau.
This is the weakness of many administrative reforms
proposed by the pedagogic department. They do not
go quite far enough ; they are not quite perfect from an
administrative standpoint, and are not under a separate
department which must produce good results or be
marked a failure. Hence they do not work quite satis-
factorily and therefore are unjustly condemned. An
administrative system without power to enforce its be-
hests and not backed by the sentiment of the establish-
ment is largely ineffective. It is right here that most
college experiments are inherently weak.

A really comprehensive marking system ought to be
one of the most important features of the course, for (a)
it would enable the teacher to analyze and note, under
standardized and comprehensive headings, the mental
and moral characteristics of each student, so that the
teacher could do the best work on and for him; (b) it
would furnish a permanent and intelligible record for
the use of each succeeding teacher, and (c) of the college

The Marking System 253

waste heap or other bureaus, and (d) for future refer-
ence in after-college days; (e) it would enable the student
himself, and (/) those outside of the college who are fol-
lowing his course and advising him therein, to have an
intelligible record of his weak and strong points, which
would go far toward getting better results out of his
college course; and (g) it would help the administrative
department to keep tab on the professor's work.

This point can be made clearer by a story which a
successful college president in the West delights to tell
of himself. When a tutor he went to the president of
the institution, and rather boastfully told how he had
flunked out fifty per cent of his freshman class in
mathematics. The president said to him in reply : " If
I had hired you to drive one hundred sheep to Omaha,
and you came back and boasted, in such a self-com-
placent spirit, that you had lost fifty by the way, do you
think that I would give you another hundred sheep to
drive to Omaha next year? This present college year
is not yet ended and another year is before us!" The
younger man says that he dates his pedagogical educa-
tion from that conversation, and from the chastening of
his spirit which came from this practical application of
business principles to college instruction and affairs.

In other words, the marking system should be con-
sidered in the light of an affirmative help in aiding a
student to find himself and to train himself for efficient
citizenship, rather than as a means of flunking him out
of college, or even as a means to test his rank therein, or
to frighten him into doing better work ; as an aid to the
college in doing its duty to the state rather than a means

254 The Reorganization o) Our Colleges

to reduce the numbers in a freshman class admitted with-
out any proper selection or limitations, and which over-
taxes the capacity of the institution.

Admittedly, such a marking system as that outlined
above cannot be successfully used under present college
conditions, where each instructor has classes numbering
from forty to a hundred. But pray what is there in the
present college conditions, judged by their results and
the size of the college waste heap, which would justify
us in giving them much consideration? Present college
administrative and student life methods must in large
part be dropped and new ones substituted. In the re-
organized college the ideals will be so changed, and the
new marking system so necessary in enabling us to work
out these ideals, that we shall willingly reduce our
classes to twenty, fifteen or even ten if needed to bring
out the best which is in the teacher and transmit it to
the pupil under the most favorable conditions. We
shall then be thinking of the student's future achieve-
ments and not of his marks or diploma; of the reciprocal
joy of teaching and being taught; of the fair fame of
Alma Mater, and of her duty as a nourishing mother of
forceful and completely equipped citizens; and we shall
make every minor end bend to these greater ones — even
as we do now on the football field. The colleges and
universities cannot hope to be real leaders of the com-
monwealth while they are so far behind the great busi-
ness corporations in ideals and methods, and while they
take such pride in losing fifty per cent of their sheep on
the way to the great market place where the country is
waiting for them and needs them.

The Marking System 255

If there is to be a revised and comprehensive marking
system, let it also be used to promote a healthy rivalry
within the college itself and between allied institutions
in all parts of which a similar system shall be in force.
Let such a method be used to demonstrate which de-
partment is doing the best work for citizenship — phys-
ics or chemistry; the ancient or the modern languages;
literature or history. Moreover, there are triangular or
other leagues for intercollegiate athletics which are re-
organized as the just and fair grouping of institutions
which have about the same local surroundings and
about the same number of students. These natural
rivals might well compete on higher intellectual and
educational levels, and generously collaborate over their
common problems of the college marking system and
waste pile, and of administrative methods and results.
But if this is to be at all successful, these matters in
which there is rivalry must be largely standardized.
Football and other intercollegiate athletic contests are
possible upon a large scale only because they take place
under absolutely identical rules, under which there can
be true rivalry, yet full play for individuality. This en-
lightened rivalry and competition would make all work,
within and without the college walls, more interesting
and inspiring. Fair and intelligent competition is the
life, not only of trade, but of a popular education for all,
such as we are attempting to give in this country. But
fair competition implies similar standards of measure-
ment. Hence the educational and administrative de-
partments of our reorganized colleges will seek for the
true standardizing of their marking and other systems

256 The Reorganization oj Our Colleges

of measurement, so that there may be, not only compe-
tition, but intelligent and uplifting correlation and com-
parison.

The new marking system, if thoroughly understood
by the pupil, ought to develop in him that quality and
sense which the good teacher so longs for and seeks to
inspire — the sense of individual and personal responsi-
bility in the pupil, which attunes him to the soul of the
instructor and breeds eagerness to learn; which inspires
teacher and taught, turns the task into a pleasure, fos-
ters true culture and scholarship, gives real individual
training and fits for the largest usefulness in the future.

This is the training for life which the college should
aim at. In so far as it does not give it, it fails in its duty
to the state and to the individual.

But, dear pedagogue, you will never fully reach this
goal until you turn your two dead departments of ad-
ministration and student life over to other hands and
give your attention to pure pedagogy. Unload all these
extraneous things and commit them to the care of ex-
perts in those lines; avail yourself of the experience of
your business alumni, and devote yourself, as never be-
fore, to your own specialty in which you can never yet
have done your best work ; for never yet have you had
the benefit of the trained "interference" of a well-con-
ducted and coordinate college administrative depart-
ment and the help of a well-ordered student life. Pray
that that time may soon come, and hasten it on in every
way. Do not oppose it, but rather demand it as your
right, and as something to which you are entitled under
modern business methods, which have as their one

The Marking System 257

great object that the producers shall be provided with
the best available material, machinery and service sur-
roundings, to the end that they may turn out the very
best possible work — not in quantity so much as in
quality — of which they as individuals are capable.
Have you never dreamed of what heights of accomplish-
ment in acquiring and imparting knowledge you could
reach under the most favorable circumstances, or of
what good original work you were capable? It will be
a long and weary task to undo all past mistakes and
make real progress on the new road, and possibly you
are too old to see ideal conditions prevail in your own
day; but for the sake of the rising generations of teachers
and taught, do what you can to inaugurate and set for-
ward this auspicious change. You have been the vic-
tim of a vicious system or lack of system. Help to cut
the Gordian knot for your successors. You cannot do
so more effectively than by the formulation and wide and
intelligent adoption of a standardized and modern mark-
ing system which will give a few of the advantages of the
cost system found in every up-to-date factory.

CHAPTER XXII

STUDYING THE COLLEGE WASTE HEAP

MANY business alumni would like nothing better than
the time and opportunity to work over and study our
college waste heaps, both so far as they relate to the
losses among students and teachers. It would be a
delicate task, requiring the greatest tact and wisdom.
In the new administrative department, the waste- heap
bureau will be the place of highest honor and of surest
reward.

College methods have often been so crass and un-
scientific that sometimes their student waste heaps about
equal in size their so-called finished product; and fifty
per cent of this latter would be scrapped in a well-run
factory — not stamped with its trade name and sent out
as a fair sample of its finished product. Surely the col-
leges ought to have some ideals in the treatment of their
waste heap and by-products, which would approach to
an approximation of those of thousands of business cor-
porations of our land. The Standard Oil Company
could teach the colleges hundreds of points in which
they could improve their administration, and especially
how they could study and reduce their waste products.
Nothing could seem more unpromising than crude pe-
troleum, yet under proper study and the supervision of

258

Studying the College Waste Heap 259

an administrative department it has been made to yield
more than 200 by-products.

One large manufacturing concern has a magnificently
organized corps of 150 chemists who daily collaborate
and compare their work upon by-products and new
products.

On the students7 side the college waste pile is made
up, in a broad sense, of those men who have not gotten
all of the training and development, mental, moral and
physical, of an education for citizenship which the in-
stitution might and should have given them; who have
fallen short of what they had the ability to become,
judged not by the present college marking system, but
by the larger test of their fitness for the best life's work
for which they might have been trained. It is a sad
commentary on some college authorities that they will
think this a harsh and impossible rule to apply in their
factory, but it is a just rule which is sternly enforced in
every other great factory. When the administrative
and student life departments have been resurrected and
restored to their proper places in the college economy,
the present objectors will be the first to acknowledge
their mistake, to admit that they could not have ex-
pected to do their best work as instructors under
present conditions, and much less in addition to do well
the work of two other coordinate but essentially dis-
tinct college departments, which were ready and anxious
to do their part, if the instructors would but consider the
matter in a common-sense way and not attempt to do
their own and the others' share.

But in a much narrower and less true sense, the col-

26o The Reorganization 0} Our Colleges

lege waste pile is in part made up of those students who
have not completed their college course, or who have
made a self-evident failure in their life's work because
of unfortunate conditions in college.

It begs the question to say that these men are better
for having had some taste of a college life even if they
did not finish their course. This may or may not be
true. They might have profited quite as much if this
time had been spent elsewhere. The real question is,
Did the college do its full duty for citizenship upon
these men, and fully exert upon them the power to that
end which the commonwealth, the parents, the students
and the community had a right to demand of so richly
endowed a public servant? Shall we insist that our
street railroads shall give transfers and mulct them
heavily for not doing so, and not demand an equally
punctilious fulfillment by the colleges of their far higher
duties?

It has been said that a well-to-do college-educated
man represents a direct and indirect cash investment of
about $25,000 before he is able to support himself.
What an upheaval, investigation and reform there would
be in a well-ordered factory if but a few $25 machines
produced by it were failures, and would not work satis-
factorily, and were returned by dissatisfied customers.
Yet apparently no college has thought of intelligently
studying its $25,000 failures, or even of introducing a
comprehensive set of blanks or marking system which
would lay the foundation for such a study. Many in-
stitutions graduate only fifty per cent of those who enter.
The careful manufacturer would say that such a loss

Studying the College Waste Heap 261

must be charged either to the productive or the admin-
istrative department. There can be no doubt as to
where this loss must now be charged in the colleges —
for as yet they have no separate administrative depart-
ment. Hence the loss must be charged directly to that
department which still insists upon exercising and con-
trolling the administrative functions of the institution.
Pedagogic administration is chargeable with a pretty
heavy loss when it delivers in a completed state only
fifty per cent of the splendid raw material annually com-
mitted to its care, and much of this fifty per cent is not
in the best marketable condition!

To the college waste heap must also be added every
tutor and professor whose earlier high ideals and prom-
ise for original research and fruitful teaching have been
killed out by the drudgery and misapprehension en-
tailed by a lack of an up-to-date administrative depart-
ment. The misfit teachers, who could have done fine
work under different surroundings, must also swell the
pile; and possibly also the alumni who could and would
have done good work for Alma Mater if she had had a
wise administrative department, which had charted all
her weak spots and was looking for the right man with
whom to strengthen them.

A proper study of the college waste pile would pro-
vide for working over the past, not so much with the
hope of rescuing much available material, but rather
to obtain data for future guidance and to enable us to
analyze and minimize our future failures. But our best
results must come from present work on present ma-
terial, along wise and far-reaching lines, trusting that

262 The Reorganization oj Our Colleges

each year these lines will broaden before us. If each
year does not show better methods, higher ideals and
a smaller waste heap than ever before — a larger per-
centage of the sheep delivered at market, and in a better
condition for that particular market at that particular
time — we may rest assured that our study is upon
wrong lines or with the wrong human agents, and that
there must be a change; for good results always follow
a proper study of waste heaps and by-products.

An earnest endeavor to redeem the waste of a busi-
ness necessarily implies a careful scrutiny of every part
of that business and a willingness to follow where such
quest legitimately leads. Therefore we shall, first, sub-
mit our entering material to a careful test, and constantly
seek to improve its character before we undertake to
treat it; second, unceasingly and sternly test and im-
prove our own subsequent methods with and treatment
of that material; third, bend every energy to make sure
that all external and internal agencies work to the good
of our students, fostering those which are advantageous
and counteracting those which are adverse; fourth,
keep a comprehensive record and marking system of
every student and of all the larger and smaller details
of the college, and constantly compare and use these;
and, fifth, so far as possible, insure that our graduates
"catch on" after college, and have a fair opportunity
to make the best use of the training which we have
given them.

We shall aim to know whether the cause of a failure
lies in the parents' home, or the earlier schooling or the
college; and if in the latter, in which of its planes or

Studying the College Waste Heap 263

courses. This knowledge must become more and more
precise each year as we study and classify our waste
heap, and the methods of the colleges must be stand-
ardized so that this studying may be fruitful of results.

There is enough in this programme to engage the at-
tention of the most important bureau in the new admin-
istrative department, which must be headed by the best
men, and be given every means necessary to apply and
test its rules.

We shall soon come to value our great institutions, not
so much by their buildings, or the amount of their funds,
or by their past good work and reputation, or by their
size, or by the number of their courses or electives, as by
the relative smallness of their waste piles; by their ad-
mitted failures rather than by their presumed successes
on the diploma basis.

And let us trust that in the future there may be set up
some governmental bureau or agency, with power to re-
quire each institution of higher learning to submit item-
ized annual reports, thoroughly standardized and of the
most searching and comprehensive character, whereby
parents and students and the public may judge of the
relative merits of the various institutions and the size of
their waste heaps; and whereby the institutions them-
selves may check off, compare and constantly and in-
telligently improve their own methods and results. If
the United States Department of Education were au-
thorized to require of the colleges one-tenth part of the
detailed information which the Division of Statistics and
Accounts of the Interstate Commerce Commission de-
mands of the railroads, it would soon work a revolution

264 The Reorganization oj Our Colleges

in college methods, and make the waste pile almost a
negligible quantity; and at the end of a decade everyone
would be amazed at the improved condition of educa-
tion throughout the country, and no one would be will-
ing to do away with the new methods and requirements
or go back to the old. If the Interstate Commerce Com-
mission can require the railroads to spend annually
millions of dollars, to the end that their exact physical
and financial conditions and results can be accurately
exhibited before those who are interested to know about
these things, why should we not at least strive toward
some such goal with regard to the college youth of our
land?

Why should not the general government and the states
and municipalities, which have given and are giving,
directly and indirectly, such enormous endowments,
subsidies and special privileges to these favored public
servants, and which are spending annually such huge
amounts in preparing students for the colleges without
expense to the latter, demand a strict annual accounting
in standardized forms of reports which the wayfaring
man, though only the father of a college undergraduate,
may read? Why should not such privileged public
servants eagerly demand that they shall be given the
opportunity to prove their leadership in all which tends
for the good of the commonwealth, by being required to
make a more comprehensive and comprehensible annual
report than any other public corporation? When such
a time arrives, a college education will be of greater
economic value because it will mean more to all con-
cerned.

Studying the College Waste Heap 265

The tests and methods applied to our great railroads
ought not to be too good to be applied to our colleges,
which are presumed to be training our future citizens
and problem solvers, and which may and must mold the
course of our future history. Certainly we ought not to
be too proud to go to experienced railroad and corpo-
rate reorganizes, many of whom are college men, for
help in solving the administrative problems of our col-
leges and in reducing their waste piles. Possibly the
learned professor of economics, who is in charge of the
statistics and accounts of the Interstate Commerce Com-
mission, could point out the value to our colleges of an
exhaustive charting of their mistakes and shortcomings
by means of a proper system of accounts, and could at
least assist in the preparation of such a set of blanks,
and could do as good work in standardizing college
methods as he has in railroading.

CHAPTER XXIII

EXAMINATIONS IN THE REORGANIZED COLLEGE

THE ordinary college examinations have degenerated
into senseless adjuncts to an archaic marking system,
where they serve as a bugaboo and measuring rod. A
higher use is set out in the following quotation from Dr.
Canfield's report, already referred to:

" There seems to be a clear understanding, in both Eng-
land and France, that an examination should test both the
acquisition of knowledge and the ability to use knowledge;
or both knowledge and power. To these two characteris-
tics many instructors add a third — promise. It is very gen-
erally admitted that the first characteristic predominates, if
it does not dominate, the work of pupils up to sixteen years
of age; that the second is increasingly recognized through
the years of college life; and that the third leads in all
graduate work. It is also clearly understood that every
examination will show something of each quality, and that
every examination is quite as much a test of the teacher as
of the pupil or student. With much lamentation it is quite
freely admitted that few examinations establish much, if any,
test of either power or promise, but are perfunctory and
mechanical tests of acquisition of knowledge, of the existence
of knowledge, of mere memory; and that the reason for this
is to be found in the indolence and ignorance of instructors,
both those of the college and university and of the secondary
school: ignorance, because so few instructors are willing to
make any study of methods, of any part of either the history
or psychology of education; indolence, because it is so much
easier to use old formulas than to study the boy and his
work, and set an examination the result of which will really

266

Examinations 267

add to the teacher's knowledge of both, and be a stimulus
to the pupil in all future endeavor.

"For every examination either stimulates or stultifies; the
intellect is either better or worse because of what it has en-
countered; either the whole man has been quickened into
new life by what ought to be a sudden and unexpected
emergency which the student must meet and master, or he
has become more sodden and helpless because of renewed
manifestations of lifelessness on the part of the instructor.
Because of this very positive power for either good or evil,
the examination should be most carefully studied, most thor-
oughly understood, and above all most wisely and thoroughly
supervised. . . . Sooner or later, every man must face an
emergency, must meet a crisis which, swift and unexpected in
its coming, calls for sharp concentration of all his faculties
and powers, for supreme and continuous effort till the victory
is won. Examinations which are without notice, and which
do not come at stated intervals, train men in this mental
self-control and alertness, in this swift marshalling of all
forces, with an irresistible forward movement, a rush to the
front of horse, foot and field guns. With such examinations,
stimulating in the highest degree, a true master in educa-
tion, if not overburdened with students, can determine the
success of his students without formal 'finals' or any me-
chanical gage."

Dean R. C. Bentley, of Clark College, says of exam-
inations in connection with the marking system:

"A single illustration will show the ridiculous inade-
quacy of our present 'marking,' even to distinguish types
of mind not to say individual powers. If the college has a
right to demand anything in student mind, it is the stage
at which some thinking of a mature sort may be expected.
The demands of college studentship may not be considered to
be satisfied with anything less than an assimilation by which
there may be exhibited actual mental energy, generated by
one's own mental machinery. Shall we be surprised to
find that a high mark is used to represent the brilliant work
of a superficial man? There is too likely to be a high mark

268 The Reorganization oj Our Colleges

of approval for the student who returns intact, upon exam-
ination, just what he got from his instructor. Oh for a
race of teachers free to say: 'Thou unprofitable miser of
the scraps of others' ready made wisdom, preserved in the
folded napkin of a complacent mind against examination
day; thou oughtest to have so invested as to show at least
the legal rate of interest ! '

"Any machinery of marks that makes it unnecessary for a
teacher, as the most important part of his functions, to dis-
tinguish, not only such two types of mind, but individual
differences of mind, decreases his chance to do real teaching
and loads the balances for false weighing."

Examinations in their present sense and use may even
disappear in our reorganized college because they will
be as unnecessary and useless as in the case of the faith-
ful clerk in a business office. If through an ideal col-
lege administrative system a close touch between master
and pupil can be established, promotion will come from
faithful work, not from cramming and cribbing. Im-
proved instruction will contribute a small fraction to-
ward this result, but improved administration the major
part, because it will make instruction more effective and
rewarding. Final examinations will come to be recog-
nized as an undesirable evil, not as a necessary end, and
will be dispensed with so far as possible. If they are
used at all, it will be rather as a climax for the pupil but
as a test for the teacher, in which both teacher and
taught will be equally interested in ascertaining if the
pupil has made good. Everyone knows that the final
football games are a test for the coach and his methods
and work, but the climax of the season for the players.
The coach is paid for his services, but the team, with no
pecuniary reward, work toward the great climax for

Examinations 269

Alma Mater's glory. The coach is not trying to see
what low marks he can award for slovenly term work,
to be supplemented by cramming and a final examina-
tion, but rather is striving to teach the fine points of the
game, even to the scrub, so that at the end there may be
no failure. The reorganized college will have this same
spirit, for it is the spirit of a well-organized office or
business. There the test is not that of a lying marking
system supplemented by more unreliable examinations,
but that of a general and actual growth of the individual,
so as to rise to higher and higher planes and cope suc-
cessfully with greater and greater responsibilities.

CHAPTER XXIV

DISCIPLINE IN THE REORGANIZED COLLEGE

DISCIPLINE, according to the notions of the earlier
college, has substantially disappeared in modern times.
Disorder in the class room is now practically unknown
and would be entirely so if the classes were of the proper
size. Any attempt to regulate the manners and habits
of the college home has to all intents and purposes been
abandoned in our quasi state. It is now the office of
our colleges to train their students in their duties as
citizens, and to teach them to govern themselves, as al-
ready indicated.

Under a well-conducted college administrative de-
partment, disciplinary measures will become a negligible
quantity. The distinction between instruction and the
college home life will be clearly thought out and main-
tained. Any disorders in the class room will be almost
unthinkable, while those in the student life will be dealt
with under rules which apply to that department, and
not to the pedagogical and administrative departments.

The rules governing conduct in the instructional de-
partment will be few, well advertised and clearly under-
stood, with well-defined penalties. The punishment
will be made to fit the crime.

At present college discipline reminds one forcibly of
the story told by the head master of one of our great

270

Discipline 271

preparatory schools. A small boy had been called be-
fore him and, under strict cross-examination, was grad-
ually disclosing a fearful laxity of discipline and dearth
of good work in one of the houses, until finally the little
fellow blubbered out: " But how was I to know that the
teacher would draw the line at my dropping a live mouse
down the back of his neck?"

Nowadays college discipline is frequently, for months
or years, more honored in the breach than in the ob-
servance, and then suddenly the faculty find it neces-
sary to save their face by making an example of some
particular student who has been doing that which the
faculty has winked at in numerous other instances.
They arbitrarily draw the line at the live mouse.

Oftentimes the general tone of a college is poor and
the discipline lax, until the students come to feel, quite
naturally, that they have a kind of preemptive right in
their privileges which have existed from time imme-
morial, or in an ordinary college for over four years.
Suddenly, without warning, the autocratic power of
the college is invoked, and a custom arbitrarily swept
aside which had seemed to the students to be among
their vested rights. This course engenders a spirit of
anger and revolt. A small amount of forethought in dis-
cussing matters with the undergraduates would have
brought almost a cheerful acquiescence upon the part
of the student body. Conditions which appear easy in
business are often considered as oppressive in college,
because therein they are autocratically imposed and
enforced by the institution instead of being assumed
by the student body, as might be easily brought about.

272 The Reorganization oj Our Colleges

A lawyer appreciates that human justice is very hu-
man, and a thoughtful observer sometimes feels that
this is truest of college justice. A wise and proper ad-
ministrative department will practically eliminate all
need of discipline and not glory in the sudden revival
of dead-letter laws or the enactment of blue laws, ap-
plied " steady by jerks."

Fair notice will be given of change of rules and regu-
lations, and the earnest cooperation of the students will
be insured through a full realization of plans and pur-
poses, and by the concurrent effort of dominant influ-
ences among the students — that is, in the student life
department. Student sentiment is justly outraged by
many cases of flagrant injustice, such as is set forth
in the following letter from a well-known New York
lawyer:

"I have a son just graduated from college. He was de-
barred from strenuous athletics by his physique. He is a
good student, above the average, for he passed the best
entrance examination of all applicants in 1903, and yet, so
far as I can judge, he is not thought of as he would be if he
had high athletic standing — either by the institution or his
college mates. He was not individualized but simply one
of a mass, and taught, marked, heard and considered as
such. I do not mean to be understood as complaining be-
cause he is my son. I refer to him simply as a case fit for
illustration, because it is the one I know of. My son did
not take honors on graduation, because — it is almost too
absurd to be credible — in the sophomore year, although he
had nearly all A's and only one or two B's in his subjects,
he had F in Gymnastics, and he received F because he had
overcut two half hours at the gymnasium. He did not
know it, was not notified, and hence did not make them
up, as he easily could have done. His class was the first
when overcuts in Gym. were considered as data in making

Discipline 273

up honors. So his honors were gone irretrievably, for, no
matter how high his marks would have been in Junior and
Senior years, he could not get Final Honors. His ambitio is
were, therefore, blunted; and he lost his incentive. It seemed
and still seems unjust to him and a reflection on the college
system."

This is an example of the vices of the autocratic system
of the college, which has many of the faults of any auto-
cratic regime. It has the student largely in its power,
for he has made his investment of tuition, and furniture,
and time spent along its fixed curriculum, which prob-
ably will not be applicable in another institution and
hence will be wasted if he withdraws. The college
knows its power, and often uses it foolishly and un-
fairly. Under like circumstances no merchant would
say to a clerk who had made some foolish, and probably
boyish and pardonable, error: "You are in my power,
for I have such a hold upon you that you must submit
when I fine you two months' pay, or decree that you
must work without extra pay three hours overtime every
day for three months." On the contrary, the mer-
chant says: "You are of full age and understanding.
Either fill your position to the very best of your ability
and work for the general good, or resign." No ship
ever yawed more than does college pedagogy when it
essays to steer the discipline of a modern institution of
higher learning. Faculty control of discipline in our
modern institutions is inherently wrong and certain
to be a snare and a failure. It entirely lacks the per-
sonal acquaintance with general and individual condi-
tions which made faculty control partially successful
in earlier days.

274 The Reorganization oj Our Colleges

Undoubtedly, the college has certain rights and
powers over its students, but they are far less than in
the old boarding-school colleges, and are to be exercised
in far different manner and spirit and to a far different
end. But the student also has his rights which his pred-
ecessors did not have, and which should be respected
by the college, not in a perfunctory, haphazard way, as
where he is at the mercy of some cross-grained or prej-
udiced professor who can cost him "his incentive" and
leave a bitter feeling of injustice which never ceases to
rankle in his breast. Many a time we hear college
graduates tell of what they feel was a gross injustice
done to them years before by some professor. In such
instances there should have been some administrative
power guarding Alma Mater's good name and work,
which could deal out even-handed and intelligent jus-
tice, or, if necessary, separate two uncongenial individ-
uals who never could or would get on together.

The separate administrative department will do away
with all star-chamber methods. It will reverse the
Puritanical notion that discipline of the young is for
punishment, and will adopt the modern idea that it is
for reform and moral growth. College discipline must
necessarily be very faulty until our colleges, and es-
pecially the student life department, are properly re-
organized, and then — it will practically disappear.

CHAPTER XXV

THE WAITING LIST IN THE REORGANIZED COLLEGE

IN at least some reorganized colleges there will be a
waiting list, for all college history proves that good work
in any institution draws to it plenty — and often too
much — of the best student material; just as truly as suc-
cessful intercollegiate athletics draw driftwood, which
seldom remains more than a year or two, and which
serves merely to clog and disarrange the machinery for
earnest students, and thus causes deterioration in the in-
stitution's plant, product and reputation. Students and
parents recognize good work in a college. They are not
afraid of fair restrictions or of high requirements. They
are looking for individual training and broad prepara-
tion for citizenship, and the college which gives the most
and best of these will draw the largest number of the
highest grade students. This plan has never yet been
thoroughly tested, which is another indication of the
comparatively low level of our college ideals.

The waiting list will consist in part of those who are
registered years ahead; and in these cases the college will
have an opportunity from year to year to know what
kind of preparatory work each applicant is doing, and
by that means assist, not only themselves and the sub-

275

276 The Reorganization oj Our Colleges

freshmen, but also the preparatory schools in getting
good work out of their students. The administrative
department will have time to watch carefully such can-
didates and their yearly progress, and to select the best
material and that which is especially adapted to the
instruction of that institution. In part the waiting list
will consist of those who have been found wanting upon
their entrance examinations and who are sent back for
better preparation. The reorganized college will be for
honest work, with a well-selected and pretty evenly
matched lot of students, all thoroughly prepared, and
not dragging on for four years some condition which un-
fits both professor and student for getting the best re-
sults out of the college course. A waiting list will be an
eye-opener to both college and preparatory school and
bring them closer together upon a common-sense under-
standing of the sphere of each. Meanwhile the sub-
freshman is between the upper and the nether mill-
stones to an extent which would seem to a merchant or
manufacturer to be not only unnecessary but scandalous.
Furthermore, a waiting list might be a good vantage
ground from which to study the waste pile of both col-
lege and preparatory school.

Under the proposed reorganization most institutions
will have to cut down their entering classes from
twenty-five to forty per cent, but they will graduate as
many as they do now. There is to-day no fair test of
the real capacity and efficiency of our institutions of
higher learning. The nearest approximation to such a
test is the size of their graduating classes, and not that
of their entering classes. Yet the colleges always brag

The Waiting List 277

about large entering classes. They are the only great
factory system with the perverted notion that an over-
supply of raw material and a correspondingly large
waste pile are a true test of the concern's greatness.
They are the only place where the owners consider and
boast of the number of sheep which start for market,
and not of the number or condition of those which
reach there.

This falling off in the number of entering freshmen
will at first appear to some unthinking alumni to be a
sign of decadence, but they will be less likely to feel
thus when they understand that there is an insistent
waiting list, for this will indicate that the institution is
held in even higher esteem than before, and thus the
allegiance of the alumni will be retained and possibly
their enthusiastic support be gained.

There are thousands of parents to whom a waiting
list would appeal, yet who cannot understand why a
college should consider a large "busted out" list as any
evidence of good work upon its part, or any reason why
they should risk the future of their sons in that institu-
tion. It would be far better if there was much more
discrimination of this kind upon the part of parents, and
if they combined to resist the tendency of the colleges
to visit their own shortcomings upon the innocent un-
dergraduate and future citizen.

Furthermore, the fact that many of the men thus
"busted out" go from college into business positions,
and, under the strict and wise rules there prevailing,
make successes, will suggest to the thoughtless and in-
nocent that many colleges ought to jack their adminis-

278 The Reorganization oj Our Colleges

trative methods and ideals up to the plane of the de-
spised trusts and soulless corporations.

This pride in a large "busted-out" list is sometimes
taken to imply that the college has so high an educa-
tional standard that many men cannot rise to the level
which the college maintains in its curriculum. Yet we
find that many of those who ultimately fail were the
most promising students in the high schools from which
they entered, and that they have failed because of the
perverted conditions prevailing in the community and
home life of the college student body. Under these cir-
cumstances how can the institution fully perform its
chief duty to the commonwealth of turning out good
citizens and at the same time have a large "busted out"
list?1

Frequently freshmen are dropped from college be-
cause their instructors are poor, and their classes too
large, and other pedagogical conditions are thoroughly
bad; and then the college plumes itself upon "its high
standard of scholarship!" It might better say "its
gross inefficiency and hypocrisy, and its fraud upon the
commonwealth, the parents and the students."

In connection with the waiting list would come up the
whole question of who is to be admitted to the privileges
of this quasi public corporation, to be trained therein
for citizenship. The present prescribed entrance ex-
aminations imperfectly cover a single side of but one of
the many things which a college should know before it
takes the risk of spoiling a young man's life, or of wast-
ing its own time and disarranging its own machinery by

1 "Individual Training in Our Colleges," pp. 182, 183.

The Waiting List 279

taking in an improper student. The present system
of uniform entrance examinations much resembles the
equally well-known system of ready-made clothing —
well adapted to the physical average of the human
male or female, and nothing more. An ordinary ready-
made garment is not adapted for the use of both sexes,
nor does it fit those who are abnormally lean or fat, tall
or short, or otherwise out of the average. Moreover,
the fit of the garment gives us no criterion by which we
may judge as to whether it comes within the means or
the needs of the buyer. The sixty-dollar dress suit can-
not be made to take the place of the laborer's two-
dollar overalls and jumper. Unless distance or other
conditions make it impossible, each candidate for en-
trance to college should be personally examined by
some wise and sympathetic member of the administra-
tion, to ascertain whether he is likely to find himself and
become a hundred per cent citizen in that institution
rather than in some other, or whether he ought, upon
any terms, to enter that college. In seven cases out of
ten those things should be known long before the stu-
dent enters, not after.

CHAPTER XXVI

ADVERTISING AND THE PUBLICITY BUREAU IN THE
REORGANIZED COLLEGE

IF anyone doubts that the colleges are no longer
schools based on the home, let him look at their adver-
tising bureaus. If he still doubts that the colleges need
reorganization, let him look at the manner in which
some of them, especially in the past, have allowed these
bureaus to prostitute the higher aims of the colleges
themselves, to lower their public sentiment, debauch
their homes, and pervert the future citizens who were
being trained by this great public agency. Let him see
how, too often, the advertising has changed position
with the institution, and arrogated to itself the promi-
nence which the institution had formerly and rightfully
claimed as its own. In recent years, intercollegiate
athletics have become primarily, and more than any-
thing else, the great advertising medium of the Ameri-
can college, and nothing like them exists in any other
part of the world. They are the most spectacular col-
lege product of the last twenty-five years of the nine-
teenth century, and they have had their splendid uses
In the absence of a separate college administrative de-
partment, they have at a pretty heavy price turned us
completely away from our old ideas of the round-
shouldered, narrow-chested college student and his mid-

280

Advertising and the Publicity Bureau 281

night (whale-oil) lamp. They have taught us to appre-
ciate the value of physique and physical training, which
we were likely to have forgotten in modern times. From
the colleges this appreciation has spread to the whole
body of youth throughout our land. But in doing this,
and unnecessarily, and largely because they had no
adequate, up-to-date administrative department, the
colleges have substituted for their own former scholarly
ideals those of the champion athlete and trainer ; and in
too many instances they have actually sacrificed men
who had in them the material for fine citizens.

The net result may be best illustrated by a similar
transition, but in the opposite direction. Not many
years ago in a well-known reformatory it was found
that, despite the most strenuous efforts, the moral ten-
dency of the institution was thoroughly bad, and that
instead of reforming its inmates it was steadily debasing
them. This was because their greatest criminal was
the boy hero of the majority of the inmates. That is to
say, when a young man and first offender was com-
mitted to the so-called reformatory, he was, under proc-
ess of law of the commonwealth, put into an atmos-
phere dominated by the notion that crime was not
criminal if it was only sufficiently daring and successful.
Some wise young college-bred men of the neighborhood
felt that the thing to do was to change this boyish ideal.
Accordingly, they started Sunday afternoon exercises
which were given a high-sounding name, suggestive of
ethics, sociology, etc. The very purpose of the move-
ment would have been frustrated by calling it or making
it a Sabbath school. The meetings were made exceed-

282 The Reorganization oj Our Colleges

ingly interesting, and gradually the boys were encour-
aged to debate, write papers, and finally to publish a
weekly journal. Undoubtedly, the ideas therein pro-
mulgated were crude and crudely expressed, but the
object sought was attained; for it shortly came about that
the best debater and the best writer, the one who could
express himself most forcefully by tongue or pen, became
the hero of the inmates. By this wise but indirect course
the ideals of the majority of the prisoners were com-
pletely changed, and by wise use of this change in
ideals the institution was enabled to become a real re-
formatory instead of a place to make bad matters worse.
The colleges have adopted about the same plan, but in
the opposite direction and with opposite results. Ap-
parently the hero of the college is its star athlete.1
Nowadays when the undergraduates wish to induce
subfreshmen to join their institution, they expatiate,
not upon the president's preeminence, nor upon the
scholarly attainment of the professors, nor upon the
splendid fit for their future work as citizens which is
given to the undergraduates, but upon the success of
the athletic teams and the prowess of the coach and
trainer. Until very recently, and in some cases even
yet, all kinds of inducements, scholarships and pay-
ments were held out, directly or indirectly, on behalf of
the colleges to induce likely prep-school athletes to go
to a redoubtable institution of intercollegiate athletics
rather than to a notable institution of higher learning
The colleges have had their reward! Their numbers
and their wealth have increased beyond all their earlier

> " Individual Training in Our Colleges," Chap. XXIV.

Advertising and the Publicity Bureau 283

dreams. The colleges have had their advertising but
they have reaped the whirlwind. They have too often
discredited their own higher aims by their disgraceful,
dishonorable and dishonest use of what might have
been proper means of physical exercise and of arousing
college pride; and have too often unfitted their most
promising students for splendid, fruitful citizenship in
their after lives. They have overstimulated and over-
developed their community life at the expense of their
pedagogy and homes.

The notion of a publicity bureau is much more
generic and far-reaching than that of an advertising
bureau. The latter is associated in our minds with the
sale of goods or other direct monetary transactions.
The former is far more comprehensive in its meaning
and uses, for it applies to many things which have no
relation to pecuniary affairs. By publicity, as its very
name implies, is meant the making public or giving
public currency to some information or report which
otherwise would be unknown to those who should
know of it. Publishing and publicity are more nearly
synonymous than advertising and publicity. It is
publicity when the state or any subdivision thereof
publishes its laws or ordinances, or the annual or other
reports of its officers, boards or commissioners. All of
the bulletins published by the various departments at
Washington are merely the products of the vast pub-
licity system which the United States Government has
developed more scientifically and beneficently than any
other. The catalogue of a great library or university
is a part of its publicity plan, and necessary to make its

284 The Reorganization oj Our Colleges

opportunities for good available in the widest way. It
is in this broad sense that the word "publicity" is used
here.

The new and separate administrative department will
not fail to have its carefully organized and efficient pub-
licity bureau which will insure that its objects, regula-
tions and proposed changes are fully made known, in an
authoritative and intelligent way, to college authorities,
alumni, students and parents, and to all others entitled
to know what it is attempting to do; to the end that all
factors in its new problems shall intelligently cooperate
in their solution. This publicity bureau will serve to
enlighten and to increase the interest of its own teachers
and pupils, as well as of those without the college walls.
In many factories there are posted every day in each de-
partment the highest record, and the record of the pre-
vious day, of that department and of the whole plant-
to the end that each operative shall take not only an in-
telligent interest in his own machine and output, but in
those of his fellows and of the whole factory. The poor
work of any individual mechanic is resented by his
fellows, for it lowers the general result of the depart-
ment and of the entire plant. The reorganized colleges
will have an intelligent publicity bureau which will help
to promote team work and tune up the whole establish-
ment. They will not encourage an external advertising
bureau to boom their intercollegiate athletics, and yet
consider it undignified to have a publicity bureau for
proper scholastic purposes. They will know that there
are other things than athletics in which the colleges
ought to be proud of their records and of their members

Advertising and the Publicity Bureau 285

on the " All- America Team." This new bureau will
learn, from its own football manager or from some suc-
cessful business alumnus, many points on external pub-
licity and on keeping up student and alumni interest.
The object of such publicity will not be vainglory, but
to promote team work, and college pride, and esprit de
corps, and thus the good work of those who would other-
wise be indifferent or lazy; and thereby assist the col-
lege, and every part of it, in turning out better citizens.

Especially at the first this publicity will be necessary
for the department's own protection and to justify its
innovations. For this department must expect to be
the factor in the college with which the most fault will
be found. The head of it must not be thin-skinned, for
he will discover, as do others in like positions, that he
will be the safety valve of the institution, and in the
baldest way will be used to save the face of others. He
will be like the city editor of a great newspaper or the
managing clerk of a large law office, who often get little
credit for their good work, yet are blamed for their own
mistakes and for the results of the mistakes of all who
are under them — or above them.

On this point a college professor writes:

"It may be worth while noticing that the newspaper edi-
tors are the chief obstacle in the way of making public the
intellectual side of the college. They will not use this mat-
ter but they cry for the other. This I know by experience."

Publicity is but a minor branch of administration,
but, like every other branch, an exceedingly important
component part in a perfect whole. The publicity bu-
reau will completely reverse what has been, too often,

286 The Reorganization oj Our Colleges

the star-chamber policy of the faculty. It will sys-
tematically and conscientiously lay before all concerned
in or with the college the institution's plan of fulfilling
its duty to the commonwealth and to them, and appeal
for their enthusiastic aid in attaining such high ends.

The publicity bureau will be an interesting and im-
portant agent in the college economy. It will often
serve as the brake upon the whole administrative sys-
tem, and as the preliminary test of any proposed re-
forms. Our most successful presidents have been those
who kept their ear to the ground, who knew the great
heart of the people, and what the nation needed and
could do. It is one thing to think out a plan or theory
in private, and quite another to state it clearly, and
justify it before the public. The latter will be one
of the functions of the college publicity bureau; and a
very important and sobering function it will be. Usually
before it makes an important publication this bureau
will have felt the college pulse and will have paved the
way for a cordial acceptance of the new plans.

The president of the Carnegie Foundation says:

"College authorities have hitherto been inclined to take
the position that the public is not concerned with the details
of the financial administration of institutions of learning.
I wish to urge that the policy of publicity in these matters
is the only true one. The public which supports a college
is entitled to know how the college income is spent, what
proportion goes into administration, what salaries are paid,
how much is spent in advertising ano\ other details of ex-
pense. It has been a source of strength to the state uni-
versities that these details (including the exact pay of each
officer and teacher) must be printed for public inspection.
A thoroughgoing financial statement of investments, an-

Advertising and the Publicity Bureau 287

nual receipts and expenditures should be required by law of
all chartered institutions. Colleges and universities should
do this without legal requirement as a matter of good faith."1

But this is not going nearly far enough. The finan-
cial condition and needs of the institution should be
plainly and fairly stated at least once a month, and laid
frankly before every alumnus, and before the parents
of every undergraduate, and be put into the hands of
everyone interested in the institution who asks for a
copy of these statements. A high standard should be
set for the financial needs of the college — say $400 per
annum per student for instructional and other pur-
poses, in addition to $100 for administration expenses.
The number of students should then be strictly limited
to this standard until the income for an increase in
numbers has been supplied through the labors of the
publicity bureau.

In all earnestness I say to the colleges: "According
to your faith, be it unto you!" You will get all the
money you need, provided you constantly, honestly,
frankly and wisely exhibit to your friends and alumni
the real cost of maintaining a reorganized college, whose
aim is to train every undergraduate so as to develop one
hundred per cent of his capacity for future citizenship
in all its planes. But do not be driven into the old mis-
take of exceeding your capital. If a new and desirable
departure is proposed which requires new expense, do
not be afraid to ask where the money is coming from.
Let him who proposes a new departure work out its

1 " The Financial Status of the Professor in America and in Ger-
many," p. x.

288 The Reorganization o] Our Colleges

estimated expense and then provide it. But be sure tc
work the publicity bureau overtime in showing what the
college is accomplishing. There is little need of beg-
ging. Good, clean work for citizenship will be fully
appreciated and the money to extend it will be forth-
coming.

"According to your faith [and good faith], be it unto
you!"

CHAPTER XXVII

STANDARDIZATION AND UNIFORMITY IN THE REORGAN-
IZED COLLEGE

I HAVE repeatedly had occasion to refer to the unfor-
tunate results which come from the lack of standardiza-
tion in our colleges, but this matter is so vital in the eyes
of the reorganizer that it must be discussed by itself and
its significance further demonstrated.

In every important corporate interest, except the
colleges, standardization has been one great step for-
ward during the past forty years. The mind turns
naturally to the railroad gauge of four feet eight and one-
half inches at which our railway tracks have at last been
made uniform. Yet at the first this was merely an
adaptation of the gauge at which the wagons in the
country had been previously standardized. But this is
a very minor part of the great struggle for standardiza-
tion which has enabled our railroads to bring about im-
portant reductions in the cost of transportation. At
first

"the knowledge acquired by the officials of one company
as the result of experiment and experience was unknown
to the others, rarely communicated and sometimes jealously
guarded."

This has been completely changed, and almost entirely
through the formation of the various railway associa-

289

290 The Reorganization oj Our Colleges

tions which are national in their character. The chief
aim of the following associations has been to standard-
ize, improve and make uniform some particular branch
of railroading, principally in administration : The Amer-
ican Railway Association, The Master Car Builders'
Association, the American Railway Master Car Me-
chanics' Association, the International Association of
Car Accountants and Car Service Officers, the Railway
Transportation Association, the Association of Railway
Telegraph Superintendents, the Train Dispatchers As-
sociation of America, the International Association of
Railway Surgeons, the National Association of Car
Service Managers, the American Railway Engineering
and Maintenance of Way Association, the American
Association of General Passenger and Ticket Agents,
the American Association of Traveling Passenger
Agents, the American Association of General Baggage
Agents, the Association of American Railway Account-
ing Officers, the Association of Railway Claim Agents,
and the Freight Claim Association. Other national as-
sociations of railway officers and employees of the oper-
ating department, also organized largely for the stand-
ardization and improvement of the equipment and
service, comprise superintendents of bridges and build-
ings, master boiler makers, master car and locomotive
painters, railway air-brake men, etc. It is through the
standardization and uniformity brought about by the
efforts of these and many other similar associations that
railroad equipment is interchangeable; that freight may
be sent anywhere without breaking bulk; that interline
coupon tickets enable passengers to buy transportation

Standardization and Uniformity 291

from each principal point to all other principal points
on the continent; in a word, that the railroads have
been enabled to build up the country and its wealth,
and thus to make some repayment for the enormous
rights and powers which have been so freely conferred
upon them as public servants.

In the same manner there has been an ever-growing
tendency toward standardization and uniformity in most
trades and forms of manufacturing. In many indus-
tries uniform price lists have been used by every manu-
facturer for thirty or forty years. The hundreds of
different prices upon the list, covering all the articles
manufactured, have not varied during that period, but
the fluctuations have been merely in the discounts from
the prices upon the list. The customer cannot and need
not remember the exact former cost to him of a par-
ticular article, but only whether the discount is greater
or less in one instance than another. Nor need he re-
member the prices of hundreds of sizes and kinds of
pipes, couplings and fittings, but merely the relative
discounts from a fixed and universal price list; that is,
whether his discount was twenty-five, twenty-six, twenty-
eight, thirty or thirty-five per cent from the listed
price.

So there is a constant tendency to standardization
and uniformity in mechanical details; in sizes, gauges,
threads and other things which in olden times not only
differed in the product of different makers but in the
product of each manufacturer.

Standardization and uniformity tend to economy, in-
creased use and demand, efficiency and improved re-

292 The Reorganization oj Our Colleges

suits. The same rule would apply as well in the col-
leges if they would as intelligently apply it through an
administrative department.

I have already referred in Chapter I to the variety of
form and content of our so-called colleges and univer-
sities. A direct corollary of this is the immense loss of
power and unnecessary lack of efficiency which result
from the failure of the colleges to standardize and make
uniform many of their processes and functions. Judg-
ing the colleges as a whole, jrom the standpoint oj the
student — that is, that the college education is to enable
him to find himself and then to train him to his utmost
efficiency in every plane of his future citizenship — the
careful business observer is appalled at the enormous
loss of future potentiality in citizenship, intellectual
growth and true culture which is chargeable to the lack
of standardization and uniformity in certain of the ad-
ministrative and productive or instructional parts of the
colleges. But this is evident also if the study is from
any other standpoint than that of the student. The
Carnegie Foundation has carefully scrutinized the col-
lege economy, and summed up some of its discoveries
in its Bulletins. It is instructive to note some of its
conclusions as to the waste capital, income, material
and opportunity caused by the lack of standardization
and uniformity.

As to the fundamental organization of the colleges, it
finds the greatest diversity of conditions. More than
half the institutions have a more or less direct connec-
tion with religious denominations, but the report tabu-
lates over fifty differing forms in which this connection

Standardization and Unijormity 293

is made. But even this diversity is further complicated,
for the Second Bulletin says (p. 7) that

"The state governments have themselves in all cases a
system of education limited by state lines. The same de-
nominations have erected colleges and universities in differ-
ent states, so that the problem of higher education is almost
necessarily studied from the standpoint of the state,"

and thereby the usual complications of denominational
control correspondingly increased. Again:

"It is evident that if the system of higher education is
finally to have unity, strength and thoroughness, enormous
sums of money must be spent to develop these numerous
institutions, or else many of them must be in the end aban-
doned. One can scarcely doubt that the latter course will
finally come about by the mere progress of events, for there
can be no doubt that many of these institutions are wholly
unnecessary. They have been produced partly from a gen-
uine interest in education; partly by denominational and
local rivalry; sometimes by the enterprise of real-estate
agents; and under a system of laws which allowed any
group of men to come together and call the institution which
they founded a college. There are in most states many
more such institutions than are necessary for the work of
higher education, and the multiplication of the number un-
doubtedly lowers the general standard of institutions."

In Appendix No. V will be found extracts from the
Bulletin of the Carnegie Foundation showing some of
the things as to which the colleges must be standardized.
I know of no publications which are more instructive
than those of the Foundation as to the problems, almost
wholly administrative, of the colleges.

But again, as already shown, there are vital differ-
ences in the institutions themselves which demand in-
ternal standardization. Not long ago the secretary of

294 The Reorganization of Our Colleges

one of our largest universities told me that entering
students in their arts and in their engineering courses
were of about the same grade, coming mostly from the
same high or other preparatory schools. "But," he
continued, " we feel an entirely different responsibility as
to these two courses. If a graduate of our engineering
school should build a bridge which fell down, we would
consider it a reflection upon the whole institution. But
if a graduate of the college makes shipwreck of his life,
we feel no particular disgrace, for we measure our re-
sponsibility in this latter case by an entirely different
standard."

We must not confuse modern standardization of
methods, and systems and administrative details, with
the equally modern theory and practice of interchange-
able mechanical parts. They are not upon the same
plane, although they have accomplished somewhat simi-
lar results. We do need a standardization of educational
methods, leading to an increased production of thinkers,
scholars and all-around citizens, but we do not need,
and in fact should carefully avoid, the production of
machine-made holders of college diplomas, all, so far
as the world can judge, of the D or sixty per cent
standard.

Standardization of methods and systems leads to true
economy and to constant improvement in results and
products, which can then be surely judged and com-
pared. A great improvement in this respect can easily
be brought about in the colleges.

The Carnegie Library gifts have shown what muni-
cipalities will do to obtain certain benefits, and the Car-

Standardization and Uniformity 295

negie Foundation for the Advancement of Teaching has
shown how far the colleges will go in giving up denom-
inational connections and in improvement in teaching
standards so as to come within its provisions. So if
certain standardized rules were set for the colleges, and
some governmental or other outside aid granted to those
colleges which would submit and conform to such stand-
ards and tests, it would be found that the institutions
would accept the aid upon these conditions as gladly
and universally as the municipalities and colleges have
in the other instances. A little pecuniary help given in
this manner would go a great way toward bringing
about speedy and substantial reforms in our colleges,
and it is to be feared that nothing else will. For years
much has been written about the differences between
the colleges and universities and the duties and func-
tions of each, but very little has been accomplished in
the way of constructive work. On the other hand, the
Carnegie Foundation, with its many millions of endow-
ment, has already accomplished wonders in directing at-
tention to the internal disorganization and failures of
the colleges, and at a merely nominal expense. This
demonstrates how far a comparatively small amount of
money will go toward improving college conditions when
it is applied in a businesslike way from a central agency.
It also demonstrates that the mistakes of the colleges
have been those of the head rather than of the heart; or
of a mistaken rather than of a true idealism.

The indirect benefits derived by the state, in im-
proved citizenship and ideals and in the true economy
which standardization would work in the educational

296 The Reorganization of Our Colleges

outlays and administration of its higher and lower in-
stitutions, would more than compensate for the small
additional annual outlay which would be necessitated.
The state universities, covering more than one half of the
total student body, would adopt improved methods as a
matter of course. So would the older and richer private
colleges and universities which comprehend probably
another thirty per cent. The shoe would pinch, if at
all, with the smaller and poorer colleges, which would in
fact be benefited by improved administrative methods,
but which are so small in membership as to make their
administrative problems very simple.

CHAPTER XXVIII

SOME FINAL SUGGESTIONS AS TO THE ADMINISTRATIVE
DEPARTMENT

THE head of the college administrative department —
who will not be the college president — must be as wise
as a serpent, as gentle as a dove, but as firm as a rock
in standing for what is unquestionably right and desir-
able for the larger weal. He will have as much advice
about the right course to be pursued as did President
Lincoln about the conduct of the war, and often it will
be about as valuable; but it must be received and con-
sidered with Lincoln's feeling that, while the war was
raging, his administration and the country had enough
avowed enemies, and must be ultracareful not to alien-
ate its friends, even if they were misguided and officious.

The new administrative chief must often go forward
by indirection, and be ready to compromise on unes-
sentials in order to gain his larger ends. He must
adopt as one of his mottoes " jestina lente" and inspect
his ground carefully before taking too firm a stand. In
the beginning he will be largely in terra incognita, and
be arrayed against a conservatism which will some-
times appear to be pig-headed. But such has been the
rule in college progress, which often has been not
through, but rather notwithstanding, many of the older
professors who were too old to learn new tricks.

297

298 The Reorganization of Our Colleges

This new administrative department will not be a
place for boys, but will require our very best and most
robust men, with plenty of good red blood, yet with that
genial personality which can disarm criticism with a
smile; and with the true diplomat's ability to refuse a
favor and leave no sting, but rather the feeling that the
asker has been placed under personal obligation not-
withstanding the refusal. The head of this depart-
ment must also be broad-minded enough to keep his own
personality in the background, and give much of the
credit for his own good management to the men who
are simply the instruments through whom he works;
while he himself is content with the satisfaction which
comes from the attainment of the great ends which he
has in view. He must have unfailing enthusiasm and
faith in the value of his work and department, and be
able to impart that enthusiasm to others in the college.
In the words of an experienced college president:

"Over both instructors and students there must be ad-
ministrators who are large minded, resourceful, good judges
of men, swift to discern weakness — but neither captious
nor hypercritical — industrious and truly and lawfully am-
bitious."

The head of this department will constantly be en-
deavoring to find and train eligible candidates for carry-
ing on college administrative work, and be proud of the
number of good men whom he can inspire to follow in
his footsteps. For this department, with its diverse and
intricate duties and functions, will probably require ten
times as many men as are now thought necessary in our
present apologies for administration. Soon we shall

The Separate Administrative Department 299

come to feel, as does the business man, that not a cent is'
wasted which is spent to improve administrative con-
ditions, and thus the net working efficiency of every man
connected with the institution. Here also will be found
an opportunity to employ in subsidiary positions some
bright undergraduates who wish to earn their own living.

Here let us candidly consider the objections which
naturally arise in the minds of thoughtful instructors
who know that things are awry, but hesitate to adopt any
specific remedy lest thereby the evils be aggravated,
palliated or transferred to some other location in the
general scheme of education.

A progressive dean of a Western university writes:

"Two general criticisms to your plans keep coming up in
my mind. There is among teachers an innate fear of being
ruled by red tape. Emphasis is laid generally on sponta-
neity, on freedom from restraint which permits men to follow
their natural lines. How can you convince the pedagogic
arm of the service that the newly created administrative
branch will not put into force rules which will encroach
upon the rights of the teachers — they would say, upon their
power to carry on work so as to develop satisfactorily their
students? Now please understand this does not appear to
me a serious argument, but, in talking the problem over with
colleagues, they feel a great hidden danger in the growth of
a power which may make them cogs of a wheel. I find
they regard the administrative machinery of our great cor-
porations as fetters rather than tools, and it is difficult to
make them view the matter in any other light. In the next
place, . the amount of money involved is, for any Western
institution, relatively enormous. The mere statement of this
amount will cause the question to be decided adversely at
once. There must be, I fear, a suggestion of a line of grad-
ual change which shall in time, as the results are seen and
appreciated, lead to the full adoption of your plan. In fact
is it not true that evolution is always a gradual process?

300 The Reorganization oj Our Colleges

Even the advocates of mutation hold that such sudden
changes do not work a very radical alteration in first instance.
How can you plan for gradual systematization of the ad-
ministrative element?"

I have fully shown elsewhere that true administration
is a helpful tool and not an expensive clog, and that in
the reorganized college it will relieve the instructor from
outside drudgery and insure good pedagogical results.
The application of new administrative methods may
or may not be gradual. Their formulation should be
complete from the beginning, leaving the development
of the complete plan to a more or less distant future.
The inherent distinction between modern college peda-
gogy and administration must be firmly grasped : its ap-
plication in all its details may occupy much time and
meet with many obstacles. But we can see from the
above letter why, from the nature of the case, college
administration, as an adjunct to and under the control
of the pedagogical branch, is sure to be a comparative
failure in a large institution.

Let us suppose, for example, that the faculty has 100
members, instructing about i ,000 undergraduates. We
have already gotten some notion of the importance of the
administrative problems which are involved if such an
institution is to perform its whole duty to the common-
wealth, and to all the other interests which have a right
to expect the college to do its full duty, and especially
in view of present transitoriness and uncertainty of all
college conditions. Suppose, further, that a few indi-
vidual professors, eminently fitted for their pedagogical
duties, are delegated to institute and supervise adminis-

The Separate Administrative Department 301

trative reforms. Admittedly, they are not experts in
this science in its modern sense, and moreover any time
taken by the delegated teachers for administration must
be diverted from their time as instructors and their
pedagogical results be correspondingly lessened. Hence
the reforms cannot be complete unless these professors
give up much of their time to enforcing what they have
proposed. But true and radical reform always pinches
at some point. In the present instance the reformers
are colleagues, fellow-instructors presuming to dictate
to their equals and fellows how the latter shall conduct
their own work and courses. Almost inevitably jeal-
ousy and dissatisfaction arise in the minds of the col-
leagues as to the methods and even as to the manners
and motives of the reformers. It is a case of the
prophet not without honor. The members of the
faculty are usually of equal rank, and many are avowedly
opposed to any interference with their rights or courses.
So long as the administration is under the control of a
faculty in which such an element has a considerable
voice, it must be evident that the administration must
be anything but up-to-date and efficient.

The notion of pedagogical control of college adminis-
tration is repugnant to all modern business methods
and, in the eyes of trained business administrators,
doomed to failure. It is precisely at this point that a
great conflict is being waged between capital and the
trades unions. The latter insist that the foremen and
superintendents, who are part of the administrative ma-
chinery, shall be amenable to the men, the producers.
The employers insist that these administrative agencies

302 The Reorganization oj Our Colleges

shall be under the full control of the concern, and that
otherwise there will be poor productive results. In this
regard the advocates of pedagogic control of the college
administration are ranged on the side of the trades
unions and not on that of true business principles. They
would have the administration controlled by the pro-
ducers and not by the college. Such a system might
have been expected to fail disastrously, and certainly
there has been no disappointment in this regard!

We have seen that the pedagogical department repre-
sents, in one sense, but ten per cent of the student's time,
and that it is but one of the great factors which help the
student to find himself and make his college education a
training for future citizenship. Therefore it is easy to
see that, primarily, college administration should repre-
sent the institution, and be its right hand in performing
its great duties, rather than be an adjunct to one de-
partment of the institution, even though that be the de-
partment of production or instruction. We must not
put the cart before the horse. The chief question is not
whether the pedagogical department requires better ad-
ministration, but rather whether the commonwealth,
the parents, the students and all others interested in the
college do not and should not demand far better results
in citizen training from the college, and whether this
huge, rich and complex public servant can do its full
duty without the aid of a separate administrative de-
partment. In considering this subject we constantly
need to stop and think whether we have not drifted
back to our old standpoint of the college or some par-
ticular element of it, instead of keeping our eye fixed

The Separate Administrative Department 303

upon the rights of the commonwealth and the duty of
the public servant — which comprehend every lower end.

So much for answer to the first objection just quoted ;
and now as to the question of expense.

This department in its new guise will pay for itself
and not cost the funds of the private college a dollar.
For, if it is wise, it will lay its problems before the great
captains of industry among the alumni and friends of
the private college, and work hand and glove with them
over questions in which they are past masters. The
department should become their hobby, which they will
be eager to conduct at their own expense, but for the
lasting good of the institution. The few tens of thou-
sands of dollars which Alma Mater needs for an up-to-
date business management will seem a mere bagatelle
beside the sums which many of these captains of in-
dustry spend on that department of their own concerns.
Their cordial cooperation and the benefit of their experi-
ence cannot be bought, but, if sought in the right way,
can be had for nothing, and with the privilege to them
to foot the bills. They will add for good measure the
services of some of their best accountants and other
skilled assistants, for they have been accustomed to make
a marked success and a work of art and science of any
administrative reform which they undertook, and they
will not spare time, thought or money to do the same for
Alma Mater. Surely they will not be willing to score
their first failure under the eyes of their fellow-alumni.
Quite probably they were football captains or leaders in
other intercollegiate contests. As such they will delight
to take another championship from some old-time rival,

304 The Reorganization of Our Colleges

by developing an administrative department which can-
not be surpassed in the great intercollegiate contest as
to which institution shall most intelligently and thor-
oughly do its duty toward the state and in giving its
undergraduates an ideal training for citizenship. Such
leaders understood mass plays in college; and now, as
trained business men, they know that the good admin-
istrator, by caring for the individuals in the mass, can
get such results from the mass as could not be obtained
if the mass was not individualized.

In the state universities the additional cost of the
administrative department will be gladly assumed and
provided for by the legislature. The value of the in-
novation will be clearly seen, and the states have not
often been niggardly toward any true reform in their
institutions of higher learning. If the separate admin-
istrative department is a success in one or more large
privately endowed colleges, the states will gladly adopt
and pay for so evident a means of enabling the common-
wealth to get its money's worth, in efficient citizenship,
out of its enormous annual outlays.

One great source of revenue for this new department
will be found among the parents. Many of them will
gladly contribute from year to year toward giving the
college a splendid department which shall individualize
their sons and restore individual training. A wise ad-
ministrative head will make certain that he individual-
izes, not only the undergraduate, but also his parents;
and thus he will make certain that the parents will not
allow the college to drift back into its present state of
inefficiency for the lack of a few scores of thousands of

The Separate Administrative Department 305

dollars annually. If a college and its friends can sup-
port intercollegiate athletics, certainly there will be no
difficulty in maintaining an up-to-date administrative
department and its coach and trainers. At least let the
college attempt it.

With the cleaning up of the college community and
home lives, the average undergraduate will get far bet-
ter results at seventy-five per cent of the present cost to
his parents. Why should not the college get the benefit
of the money which it thus saves?

But the new department will not only pay for itself,
but it will get large additions to the college funds; for it
can present the business needs of the college to the
parents and business alumni in the terms and forms to
which they are accustomed in their own affairs. It will
no longer be the president's chief duty to pass the hat;
for the parents and business alumni, with the college
balance sheet and the expert advice of an up-to-date
administrative department before them, will in some
things be better able to judge of what the college needs
than the president himself, and probably they will feel
like doing things more thoroughly and on a more liberal
scale than any instructor would dare to propose.

The colleges should be more like banking institutions,
with plenty of liquid capital. Instead of this it has too
often seemed to be their aim to sink as much as possible
of their money in buildings, instead of keeping it in
interest-bearing funds wherewith to hire brains. The
banks which have a hard time in periods of panic are
frequently those which have tied up large portions of
their capital in fine piles of brick and mortar. These

306 The Reorganization of Our Colleges

buildings may bring a fair return upon the capital in-
vested in them, but that is not a proper use of the bank's
capital. Rather it should be applied in supplying com-
mercial and banking wants, which are quite distinct
from real-estate investments.

A college needs just sufficient buildings to house its
members and their departments, and these should be
built upon a well-defined plan of the highest aesthetic
and utilitarian value. But the chief part of the institu-
tion's capital, that is, its funds, should be invested in
men; not necessarily more men, but better men and
better-paid men, working always at better and better
advantage, and with bettering results, and held to a
stricter accountability for better results. Let us then re-
verse our notion that Alma Mater needs more or finer
buildings, or that she must have new buildings to rival
those of some competitor. Let us grudge money for
such purposes and lavish it on brains; not necessarily
teaching brains, but also the brains which will make
good administrative and student life departments. At
any rate let us give the benefit of the doubt to keeping
our college assets in liquid form. In at least one leading
university it is proposed, after finishing the buildings
now under construction, to undertake no further con-
struction for several years, but to devote all efforts to
increasing the salaries of the teaching force.

Nor should we be so anxious to get huge endowments.
Let us cultivate the sources from which we can get a
large annual income through small annual subscrip-
tions. If we have this source of income we will soon get
the endowment; but the reverse is not necessarily true.

CHAPTER XXIX

THE RELATION OF ADMINISTRATION TO THE STUDENT
LIFE IN THE REORGANIZED COLLEGE

THE reorganized college will recognize that the stu-
dent life and administrative departments are separate
from, yet coordinate with, each other, and that both are
subordinate to the good name and work of the institu-
tion itself; that is, to its duty as a quasi state and as a
public corporation. In other words, they are but means
to the greater whole, which in itself is primarily only a
means to achieve the lasting good of its individual stu-
dents. But these departments run so closely parallel to
each other, and touch and overlap at so many points,
that it is difficult not to treat them together. Yet it is
necessary that their essential differences should first be
clearly defined in our minds, for then we can safely
think of the points where they come together, without
the danger of overlooking equally important points
where they are not in the same life plane, and so cannot
touch each other. For these reasons these departments
have been treated in different parts of this book, but we
must now consider how the administrative department
must make sure that the student life works out its own
problems.

As no two homes in a college are exactly alike, so no
two colleges are governed by precisely the same local
and internal conditions, and each must be reorganized

307

308 The Reorganization 0} Our Colleges

by those responsible for it, and not by interference from
without. Hence we can lay down here only general
rules which have a wide application.

Let us clearly realize that each college home and each
college is to a certain extent a law unto itself, especially
to one who is not or has not been a member therein.
The unsolicited interference of an outsider is resented
and justly so, for it implies that the home or college is
not capable of managing its own affairs. However self-
assertive and self-confident we may be in regard to our
own home or college, our attitude must change when
we come to the portals of another's home or college,
wherein, from the nature of the case, we must be aliens
and strangers. We may lay down general principles, but
the application of these must be left to those who com-
pose the home and college or control their affairs. The
final blame or praise must rest upon them — for they,
each and every one, are stewards, and will be held ul-
timately to a strict account for their stewardship.

The first step in improving the conditions of the col-
lege community life and the college homes must be in a
realization that these are complementary and intimately
connected, yet governed by differing rules and laws;
just as our community or business lives are the comple-
ments of our private lives, intimately associated and
constantly crossing each other, yet governed by rules
which in many ways differ widely. Hence every influ-
ence which adversely or favorably affects either of these
counterparts must affect the other; and this must never
be forgotten in regard to the general student life and the
college family life.

Administration and the Student Lije 309

Let us next remember that the student's life should not
be all work nor all play. There is a distinct place in it
for the play; the undefined something, quite outside of
the curriculum, which makes it a joy to look back upon
our college days, yet which ever after makes us better
able to live for and with our fellow-men. The ninety
per cent of the student life is the modern successor of
the earlier college as a school of manners, and we must
not overlook that which has always been so important
an element in the character of the alumnus. This is the
period of life when the young human animal is full of
vigor and hope and fun, and we must give these an
abundant and natural vent, or there will surely be moral
degeneration. There must be the fullest opportunity
for strenuous, manly, even rough sports, and for the
gentler things. We must breed neither namby-pamby
students nor boors, but strong, able, cultivated, polished
men and thinkers, who are thus fitted to make the most
out of their splendid manhood.

We can never hope to lay down precise rules for
either the general student life or the college homes.
What is wrong for one man may seem right and proper
to another. What will shock one may not offend an-
other. Many, many things are matters of habit, or
bringing up, or inclination, and very few are so unmis-
takably and essentially morally right or wrong as to
warrant us in interfering in our neighbor's affairs, and
especially in his home. If the college home atmos-
phere is fine, there will be no reason why the under-
graduates should not be occasionally kiddish and foolish
and obstreperous, just like most of their predecessors—

310 The Reorganization of Our Colleges

so long as they do nothing vicious or which unfits them
for future citizenship.

But the college can and should be active in keeping
the general student life as clean and inspiring as pos-
sible. This is the straight edge against which it ought
to constantly test all its rules and regulations. If the
general college atmosphere is clean and right, and if so
far as possible only dean men are admitted, we may be
sure that not many students will go radically wrong.
Most of all, we must not forget for a moment that college
is the place for the young man to find himself; that is,
to try his new strength and his new freedom, and to
make the mistakes and have the falls which are incident
to this life period. These mistakes and falls should be
among his friends and in his college home, that he may
be made more strong for the more terrible temptations
of later life. This portion of the boy's growth is passed
partly on the plane of his college community life and
partly in his college home; and assuredly is as important
as a D or sixty per cent diploma.

The administrative department will keep its eye con-
stantly fixed upon the training of citizens and thinkers,
and upon the things which each individual undergradu-
ate needs to round out his character, mentally, morally
and physically. For one thing the administrative de-
partment will insist upon compulsory gymnastics and
frequent physical examinations, as likely to do away
with certain forms of moral evil. It will also start
model college homes for nonfraternity members, which
they will exclusively occupy or in which they will have a
preference; or in some other manner will provide for

Administration and the Student Life 311

rounding out the social side of the nonfraternity men.
It will surely individualize every undergraduate so far
as relates to his college community and home life quite
as much as it does in relation to his lessons and marks.

The college has certain rights in every college home;
assuredly the right to insist that no harmful influence
therein shall adversely affect the forward progress of any
student, mentally or morally. If it persistently fails in
this respect any home may and should be suppressed by
the college for the general good. But an adequate and
able administrative department will be in such close and
sympathetic touch with the dominant influences in its
college homes that it will both use and help them in im-
proving home conditions, and thus the general college
good. All its aims will be toward good quality of work
—not for mere quantity. The students will study for
training, not for marks or a diploma in their present
meaning.

We shall hold our fraternities more and more closely
to a higher responsibility for the kind of men that they
take into their homes, and even more for the kind that
they graduate therefrom. Their members must stand
for good scholarship as well as for eminence in ath-
letics and social functions. We shall use this great
home-building and home-making force along well-de-
fined and well-thought-out lines, worthy of the limitless
amount of graduate and undergraduate energy which is
stored therein. The fraternities, as they realize their
great place in the college lives of their undergraduate
members, will surely rise to higher and higher places,
and set the example for the college home which the col-

312 The Reorganization oj Our Colleges

lege itself must foster for its nonfraternity members.
It ought never to be necessary for the administrative
department to post a fraternity chapter as vicious and
as forbidden to receive new members until its moral and
educational conditions shall have been improved. But
undoubtedly the college has this right, and should use
it — with extreme caution — if necessary to enable the in-
stitution to do its great duty to the state in regard to the
citizens of that particular fraternity home. But the
mere threat of such heroic measures, given to the general
officers of the chapter or fraternity, would probably be
sufficient to accomplish a wholesome reform.

An ennobling student life and clean home lives will
not be a matter of college law or ordinance, but of an
enlightened public sentiment carefully fostered by the
conjoint interest of the institution and its homes, and
growing better by its own innate strength; and the col-
lege's forces for this end will be marshalled by an intelli-
gent but separate administrative department or bureau.

These are no fanciful dreams of a theorist. They
have been realized many times in many places under
widely varying conditions in our colleges, but much
more extensively in modern business concerns with far
more difficult problems and under less favorable cir-
cumstances than confront the colleges. Under the
ideals which will ultimately prevail in our reorganized
institutions, conditions like those now prevailing in the
student life and college homes of some institutions will
be unthinkable and abhorrent to all right-minded men,
for these will be banded firmly together to improve the
soil into which the good seed is to fall.

CHAPTER XXX

THE PRESIDENT IN THE REORGANIZED COLLEGE

WHEN, in the growth of a great business, the admin-
istration has developed into a department and system,
the crowning personality of the concern must be further
evolved into an executive head. This executive is no
longer necessarily the master workman who is thor-
oughly acquainted, technically and otherwise, with
every detail of the business and able to step into any
breach. He must deal, at second hand, through skilled
technical assistants, with things about which he per-
sonally can know little, either technically or actually.
He knows the object which he has in view, but frequent-
ly would be quite unfitted to work it out unaided. He
is over all the departments, not at the head of any one.
He is as much the executive head of the manufacturing
or other productive department as of the administrative.

It is unfortunate that in this country we confuse the
meaning of the words "executive" and "administra-
tive." This confusion arises largely from the loose way
in which the words are used in connection with our
government. We speak of its three great departments
as legislative, judicial and administrative, and forget
that there is really a fourth, the executive, who, in a
sense, is exercising functions that are inherently leg-

313

314 The Reorganization^ o\ Oj*r Colleges

islative, judicial and admlfiteffative. His powers to
make treaties and appointments, to grant pardons, to
carry out laws in whose making he had a hand, etc.,
are legislative, judicial or administrative in their nature,
or extra-legislative, extra-judicial or extra-adminis-
trative, according to the point, historical, judicial or
political, from which we view them. In a great busi-
ness concern the executive is quite above and outside of
the financial, manufacturing, administrative or other
departments, and, as already stated, he may know very
little of these departments from a practical or technical
standpoint.

In Harvard and Yale and the earlier divinity-school
colleges, upon whose plans and traditions the older
American college was founded, the president was neces-
sarily the distinguished divine who was fitted to be a
leader in all things connected with the college, and
deemed capable of getting the best results out of the in-
stitution for the church and state, and hence for the
individual students. His work was known of all men,
and his position was one of highest honor in the colo-
nies. Our earlier college histories are largely chron-
icles of the administrations of the several presidents,
whose names usually head the chapters. But these
presidents were very seldom promoted from the ranks
of the faculty. They were strong and scholarly men,
who had made a success of their work in the world, and
who brought into the college new life and spirit from
the world without, and who were unaffected by faculty
jealousies and dissensions. Indeed it has never been
the rule to promote from the ranks of the faculty to the

The President 315

presidency, but quite the contrary; care being usually
taken that the new president should be an alumnus of
the institution, often an unfortunate method of in-
breeding. Why not, in our reorganized colleges, formu-
late and apply the former principles, after adapting them
to modern conditions?

The president should be the chief executive of the
whole institution, but not merely the chief of its finan-
cial, pedagogical, administrative or student life depart-
ments. These will each be important enough to have
their own heads and subheads, their courses or their
bureaus. But the work of the president is over and
above any of these things. The chief functions of the
executive of the reorganized college will not be to know
the financial needs of the institution and the rich men
without its walls, and to get in money; but rather to
know the riches of mind and promise and opportunity
within the walls, and to get results in citizenship and
training from these mines of wealth. When this is
truly the case, there will be little need of hurrying
around for money, for the amount of work attempted
will be rigidly limited by the available cash; and any
additional money needed to expand such ideal work
will be readily forthcoming, especially from that great
mine of wealth heretofore unworked — the parents of the
men in college, who are usually able and who should be
made willing to give each year the sums necessary to
meet the new administrative problems connected with
the training for citizenship of their own sons.

The reorganized college will distinctly, unhesitat-
ingly— nay, gladly — recognize its duties toward the

316 The Reorganization o] Our Colleges

state and its higher interests; toward the various pro-
fessions or businesses into which its graduates are to go;
toward the families from which they come and those
of which they shall become the qualified heads ; toward
its undergraduates within its walls; toward its gradu-
ates as citizens, fathers, and as men who shall make the
world better because they have lived in it; toward the
members of the faculty, that they may be not only good
scholars, but primarily great and inspiring teachers, and
that they shall not rust out nor become fossilized, but
shall have the opportunity to grow and to do original
work, with a chance to lay aside some financial store for
an honored old age and for their loved ones — not as
objects of charity, but because they have earned and
have had an annual surplus; toward its own highest
ends and reputation; toward itself, with an honored
past of devotion, sacrifice and accomplishment, but with
even a more glorious future as its own wealth, and its
opportunities and the demands upon it grow. If this
be the ideal of the reorganized college — and it is a just,
fair and accomplishable ideal — then the college must be
headed by a truly great man, who can keep in touch
with all these great objectives, and can lay out and carry
out such a comprehensive plan of a great educational
institution, and of a college education for the highest
kind of citizenship ; and not be or be regarded merely as
a money-getting machine. Backed by his board of
trustees he must be the chief planner, and be able to get
others to carry out his policies and to be proud to be
identified with him. He will not be the chief laborer but
the great organizer; not the head of an army corps, or

The President 317

division or branch of the service, but the general who
plans and executes the campaign, even if it covers a
whole country in its details; not the great scholar, or
financier or administrator, but the preeminent man and
executive. A well-organized administrative department
will be one great agency through which he will make his
influence and spirit felt, but it will be merely an instru-
ment especially adapted to bring to pass the work of that
man in that place, under conditions which there sur-
round him from time to time. Like the chief of the ad-
ministrative department, the president must fully ap-
preciate that it must be the skill, hard work and devotion
of other men, both to himself and to the cause, which
alone can make complete success possible. His chief
duty is to plan and direct, and then to inspire his
coworkers, and especially the undergraduates, to do
their best to carry through the great work of the
institution.

The president then is to be the man who shall bring
things to pass in the reorganized college. He will not
necessarily have grown up from the faculty ranks, nor
even be a graduate of the institution. He will have had
a large view of and experience with the outside world.
He will have accomplished something worth while in
his previous work. The business world to-day is con-
stantly on the lookout for men of force rather than for
technical experts, and the college must adopt the same
plan. In 1907 the three great insurance companies
of New York City had combined admitted assets of
$1,415,857,237, or over five times the capital and sur-
plus of all the clearing-house banks in that city. Yet

318 The Reorganization oj Our Colleges

not one of those great companies had a president who
had started life in any branch of insurance. One was
an old merchant, another a lawyer, and the third a
railroad official. At the end of 1907 the seven largest
banks of New York City had over seventy per cent of
the total capital and surplus of all the members of the
Clearing House. Yet only one of these institutions had
a president who started life in a bank. Many other ex-
amples might be given of men who have made successful
heads of businesses in which they were not originally
educated. The training of a great executive requires a
wide and varied experience, but most of all it must be
based upon the ability to move other men and to cause
them to work out the great plans which are clear to those
at the head — but which the workers must take largely
upon faith. Yet we should remember that usually such
men must be found and made, and are not to be found
ready-made.

But there is one lesson which must be learned in the
reorganized college, and that is that executive responsi-
bility cannot be divided. The head of a great business
corporation is at least left free to work out the great
policies of the concern, subject to the will of his direc-
tors and stockholders and his own ability to make good.
In such affairs it is realized that each man, with a per-
sonality great enough to entitle him to the place of
executive, must have his own methods, and even his
own idiosyncrasies, which must be borne with for the
greater good. The armor of Saul would have been
worse than useless to David, and he was wise in insist-
ing that he should be allowed to conduct his battle in

The President 319

his own way. If we can find a forceful individual fit
to be at the head of our reorganized college we must let
him work out his own problems largely along his own
lines, freed from the hampering influences of the faculty,
or trustees or others, except so far as he needs and seeks
their help, and is able to get their intelligent and en-
thusiastic cooperation.

The most successful presidents of the United States
have been those who have gathered about them in their
cabinets their greatest compeers and rivals, and who
have worked through and with these. The successful
college president will have a cabinet of splendid experts,
but he will not be at the mercy of a faculty — for his in-
structors will be attending to their own higher aims, and
his cabinet will be the men through whom he is in touch
with every part of his organization, but who are doing
the w6rk which he could not attend to if he tried.
No two successful college presidents will do their own
work or manage their forces in precisely the same way.
Their personality will be too strong to be run into the
same mold, but they will all unite to perfect the tools by
which they themselves shall work, that is, their finan-
cial, instructional, student life and administrative de-
partments. Furthermore, they will cordially unite to
standardize and make uniform the minor things in
college administration, so that they and their best coad-
jutors may give their chief attention to more important
things.

In the reorganized college the president must keep
the college true to its duty to the state, and the under-
graduates true to their education for citizenship, and the

320 The Reorganization oj Our Colleges

faculty will understand this. The college must dis-
tinctively train its students so that they may become
great leaders. Diplomas and marks are in the highest
sense deceptive, except so far as they aid in fitting for the
true scholarliness and mental training which will make
it possible for our students to master great subjects in
their later life, and for the spirit of leadership which
shall enable them to dominate and lead masses of men,
and by such combined power work out great results.
As the university must be a great leader for and in the
state, so its trustees and officers and undergraduates
must be in the van, and join with its president in his
aim to train leaders. And let us carefully watch our
president lest he shall break down under such a tre-
mendous load.

In other words, we must see that our college presi-
dents are forceful men of affairs and achievements, un-
der whose benign and stimulating influence the financial,
pedagogic, administrative and student life departments
will reach their highest development, and be united intc
a perfectly working machine upon its administrative
side, but working for individual training upon its in-
tellectual side.

There are many such men already in presidential
chairs, but they are hampered by the failure of the col-
leges to give them a freer rein. These men have worked
out many of the college problems to the conclusions
reached herein, and have striven faithfully to realize
their ideals, but have been too frequently thrown back by
the antiquated system of faculty management inherited
from the forefathers, or by the faults or whims of boards

The President 321

of trustees, and by the insurmountable obstacles arising
from failure to analyze the problem of the college as a
whole, and because of the unwillingness to differentiate
and coordinate its departments, and let each attend to
its own work.

PART IV
SUMMING UP

CHAPTER XXXI

THE MOTTO AND IDEAL OF THE REORGANIZED COLLEGE

Now that we have analyzed our college conditions,
and have pointed out some of the weak, and some of
the unscientific, and some of the vicious spots therein,
we must take the next step in our reorganization, and
clearly determine the underlying principles upon which
it shall proceed, and which shall control it; and, if pos-
sible, find a motto which shall crystallize these principles
in our thoughts ; for our criticism has been constructive
and not destructive. The conditions are so different in
our 850 institutions that we must find a single guiding
star to serve for all. It has not been pleasant to pick
the college economy to pieces. If no lasting good is to
come from this exhibit, then it would have been better
not to have made it, but rather to go on in our present
blissful ignorance and complaisant self-satisfaction with
the bigness and grossness of our great institutions, re-
gardless of their influence for good or evil upon the
state or their own students, and of their building for true
manhood and citizenship. But if any permanent good
is to follow this revelation of the great crime of the nine-
teenth century against the twentieth century, we must
determine upon some paramount ideal and hew to that
line.

325

326 The Reorganization oj Our Colleges

During the past generation the highest single develop-
ment of the American college has been in football. Upon
no other one department has so much time, money
and enthusiasm of students, faculty, alumni and public
been expended. No other single activity of the college
has had the benefit of so much scientific study, com-
parison of results and standardization. The general
public knows and cares far more about the flying wedge,
or mass play, or the forward pass, or the onside kick
than it does about any other educational problem of the
colleges. The parents of our land spend much time in
deploring the annual football death list of from ten to
seventeen men. Yet for every one killed, or even badly
injured, hundreds of students are annually ruined mor-
ally and physically by college vices. But the parents
apparently take more interest in the physical dangers
of football than in the moral evils which threaten the
lives and futures of their sons.

Football, then, is the chief flower and greatest accom-
plishment of the American college during the last quar-
ter of the nineteenth century. Let her not repudiate
her own offspring, for in football principles — or at least
in some of them — will yet be found Alma Mater's sal-
vation!

The startling growth of football has been no more
accidental than the equally startling growth of the fra-
ternity houses. The wave which has swept so com-
pletely over our land and taken such hold on college
and public must have some adequate educational reason,
or else we as a nation must have gone mad. The col-
lege authorities, looking backward because they had no

The Motto and Ideal oj the College 327

adequate administrative department, could not see that
the former college home life was obsolete and had dis-
appeared, and therefore folded their hands and did
nothing — leaving the students with their alumni allies
to evolve the fraternity home as a new pattern of the
college home, well adapted to train the student citizens
of the new form of quasi college state. In like man-
ner, when the college authorities, looking backward,
dreamed of fitting present-day students for modern
affairs by the pedagogical methods of the earliest nar-
row-minded divinity-school colleges — the students, still
working with their alumni allies, evolved football, with
its modern methods, as a new form of education, well
adapted to teach the student citizens of the quasi college
state some of the lessons which, under modern condi-
tions, they must learn, sooner or later, in their business
or professional lives. Football to-day represents the only
place in our colleges where modern business methods
have been, consistently and persistently and for a long
term of years, extensively applied to college affairs by
experts thoroughly in earnest and intimately acquainted
with college conditions.1 As, therefore, the colleges dur-
ing the past twenty-five years have invested more capi-
tal of time, money and first-class talent in football than
in any other one thing, they must be careful that this
capital is put to good use and is not wasted. Let us,
then, adopt football principles for the basis of our re-
organization, and perchance some football enthusiasm
may be introduced into the ordinary affairs of our re-
organized college.

» "Individual Training in Our Colleges," pp. 237-43.

328 The Reorganization oj Our Colleges

The college has paid heavily enough for its football
investment, and so it is not larceny or unfair if it appro-
priates, and uses as the basis of its reorganization, the
football principle and motto: "Team work, hard work
and good work." These words unfold to us the true
secret of football enthusiasm and success, and of college
lethargy and of the college waste heap. In the early
days, when a college course was felt to be an inestimable
blessing, it stood for team work, hard work and good
work by everyone in the institution. But as time went
on — possibly because it was a period of change and
possibly also because the college authorities were look-
ing backward — the college came to stand more and
more for size, and numbers, and soft culture courses,
and marks, and diplomas, and a misunderstood student
life, and a depraved college home life; and less and less
for team work, hard work and good work, and a com-
plete training for citizenship and clean manhood. It is
right here football scored its great victory among the stu-
dents and with the public; for often the college course,
with all kinds of handicaps, and with no separate ad-
ministrative department, was not in the race. Every
man, woman and child in the country can understand
the team work, hard work and good work of college
football, even if they know nothing of the fine points of
the game, just as they cannot understand the present
policy of the college, which, in too many cases, has not
made for team work or hard work or good work. Team
work, hard work and good work tell and are appreciated
and admired in a great army, or fleet, or business estab-
lishment, or in an America's Cup race, or in a football

The Motto and Ideal oj the College 329

game, or in any walk of life, and they will surely be the
motto and plan of the reorganized college.

Every student knows what team work means in foot-
ball. It signifies a common goal to be reached, after
months or years of training, by the united efforts of
many men, playing different positions in different ways,
along different lines, yet trained for every emergency,
and with every advantage of trainer, coach, substitutes,
accessories and audience — in a fair fight, with a worthy
foe and for a worthy end. Good team work means this
in every proper relation of life. If team work, hard
work and good work are possible in college football,
then surely also in the college itself. Yet in the col-
lege economy, the great department which could and
should organize and supervise team work throughout
the body politic — in its government, among its citizens
and within its homes — is practically undeveloped and
unused. There is no administration in our colleges in
the comprehensive meaning which the word has in our
great business or manufacturing concerns, or even in our
football ; or else the college would have adapted its old
motto to new conditions, and would not have allowed
its football coach so often to appropriate it to his own
exclusive use.

When the administrative department has assumed its
proper place there must come the cleaning up and up-
lifting of the college homes through the engendering in
each of a strong, ennobling, home-making force. Clean,
uplifting college homes working hand in hand with an
enthusiastic and farsighted administrative department
can clear up the general student life, — and nothing else

330 The Reorganization of Our Colleges

can. But not all of these can be truly successful except
as the college ideal is raised many, many degrees to the
higher plane of football and of good business concerns,
with their motto, constantly lived up to: "Team work,
hard work and good work."

Frequently failures in college make great successes in
life because the college ideals are low, the college family
life is vicious and the college methods are wrong; while
all these are changed when the student emerges into a
clean, sane and uplifting business atmosphere, and his
whole business life is governed by its rule of "Team
work, hard work and good work."

CHAPTER XXXII

RESUME. THE KEYNOTE OF THE REORGANIZED
COLLEGE

LET us attempt to sum up our case and make some
concrete suggestions for the future — even at the risk of
appearing to repeat; and keeping ever before us, as the
keynote of the reorganized college, the ideal of a college
education which enables the lad to find himself and
gives him a training for citizenship and manhood,
rather than primarily for either rank, athletics, social
distinction or the fraternity.

First. The aims and ideals of the college must be
high and clearly defined. Its duty to the common-
wealth and to the higher interests and the better policies
thereof, as well as to the individuals and families which
comprise the commonwealth, must be distinctly recog-
nized and fulfilled. Much is said about what the state
owes to the college as the capstone of its educational
system, but there is very little agitation about the mighty
and complex duties which the college, as its chief edu-
cational leader, owesJp the state. If we can get clearly
before our minds this paramount duty to the state — a
duty of leadership in all that is good, and high, and
clean and ennobling; a duty to the future, near and far;
a duty to the family and to the social order; a duty to the
undergraduates, one and all — we shall have set up

331

332 The Reorganization of Our Colleges

our first great standard by which to judge of the real
progress of our reorganization. Furthermore, we like
to tell how, in the love of its members, the college should
be greater than the fraternity, but are we willing to
admit that in like manner the state should be greater
than the college in the love and work of the students?
What we need is more true patriotism for the common-
wealth and its great interests — along with our patriotism
for Alma Mater, and football and other intercollegiate
sports, and for the fraternity or club. Possibly we need
not love the college and her good any less, but at least
we must love the state and her good far more. En-
thusiasm and patriotism for a successful football team
form a very low and poor base upon which to rear a
solid and enduring love for true education in the hearts
of the undergraduates, and yet this is oftentimes the
side of the college which is most apparent to the public.

Where in any of our colleges is there a chair which
attempts to teach the full duties of the college citizen to
the college state, or of the college state to the common-
wealth— a great, broad, sane, effective citizenship? Or
where is there a chair to teach the civic and political
economy of the college state and of its constituent parts?
The college must first realize and live up to its own
ideal citizenship and leadership before it can teach these
with power and life. 0

Furthermore, we must raise our aims and ideals as to
education itself in the abstract and concrete. Not as to
marks, or diplomas, or courses, or endowment, or build-
ings, or theories or methods, but as to the sound, fruit-
ful, growing, virile and cultural education of each stu-

Resume: The Keynote oj the College 333

dent — the educing, the drawing out of the hundred per
cent of the best which any individual has in him and of
which he is capable; not alone or chiefly for the four
years within Alma Mater's walks or homes, but for the
years to come in the walks of life and in the communi-
ties and homes affected and reached by him. We can-
not aim too high as to education itself, but it is easy to
see how low we have fallen in this regard. We have
been too apt to confound the Kneipe with the scholar-
ship of the German university. Too often we have
been proud to hold a diploma which we knew was un-
earned by real work and which did not represent true
education. We have overlooked the fact that a German
student cares little about the university from which he
holds his degree, but is proud to proclaim that he
studied under such and such a great teacher, renowned
in scholarship. With us it is too much the institution
from which we have obtained the sheepskin. With the
Germans it is the teacher and the living truths which he
appears to typify, since it was rfie who uncovered and
disclosed to the world many of these truths. The facts
which such a man can teach are indeed important, but
not at all commensurate with the love of learning and
investigation which he instills as he discloses his own
methods of work, and thus reveals to his pupil the pov-
erty of the latter's youthful acquirements and methods.
Moreover, our aims and ideals must be for an educa-
tion that is utilitarian in the highest sense, and produc-
tive of citizenship and manhood before it is for mere
culture. When an uneducated man hasfcbecome a
skilled mechanic in any line, just so far hasiie become

334 The Reorganization of Our Colleges

able to judge of the value of and appreciate good work
in his own or in any other line of work. To that extent
he is an expert in good work. So, if the undergraduate
has thoroughly mastered any branch of learning in his
course, he has a new unit by which to measure the
scholarship of other men, and his own scholarly prog-
ress and accomplishments in the future, and vice versa.
If, in addition, this mastery has been obtained under
the guidance of a teacher who also is a true, even if not
a great, scholar, there has been introduced the element
of true culture, no matter what has been the subject
pursued. Good work done in any branch of the cur-
riculum makes it possible to become thoroughly
grounded in the so-called cultural courses. But time
spent in "soft culture courses," skimmed through to the
end that more hours may be given to some of the twenty-
seven outside activities which embellish the college
years, does not make for true education or true culture.
If a student chooses for the most part soft culture
courses and does as poor work in them as will get him a
diploma, he will gain neither true culture nor true in-
tellectual strength. So far as they set up or tolerate
such standards, the colleges lower the value of their
academic degrees, and the quality of the education
which they are giving, and do actual harm, mental and
moral, to their students. Instead of performing their
own duty of leadership, and educating for future citi-
zenship and clean manhood, they have debased the
ideals of the future citizen instead of ennobling them.
The man who uses his one talent is far better than he
who buries or wastes his five talents, and the colleges are

Resume: The Keynote of the College 335

often particeps criminis in this waste. The colleges fail
in their duties so far as they do not turn out men who
shall use to the uttermost the talents which have been
committed to them as individuals. We must never let
this ideal of the reorganized college and its training slip
away from us in weighing the results upon the indi-
vidual students of the course of any particular insti-
tution.

In the educational aims and ideals of the reorganized
college, we must never forget that, in the professions
and sciences and in many forms of business, this is the
day of infinite detail and labyrinthine particulars to
which the only clew is a thorough knowledge of the
great underlying principles. Our education, then,
must teach our students to ground themselves in prin-
ciples, and to build the details upon this solid founda-
tion— and not to think that they can ever master a
great science or profession by first learning its multi-
tudinous details or by the soft-culture-course methods
too prevalent in our colleges. They must be taught how
to study and what to study, rather than to study for
a diploma. They must be taught the digging and
drudgery that is before them in a successful life's work
and how these must be tackled, rather than be allowed
to select a soft course out of a mass of electives. A
successful football tackle, with all that it implies of
discipline, practice and coaching, and then of quick
decision and action, is one of the best possible illustra-
tions of that training in hard and systematic work in
intellectual matters which the college should force upon
every student. If the institution will but make the ob-

336 The Reorganization oj Our Colleges

ject of such work clear to the student, he will be as
willing to undertake the drudgery in the college as in
the professional school or in learning how to become
a successful football player.

The so-called culture courses had rightfully a large
place in the education for controversy of the earlier
times, and their value was plainly evident to the under-
graduate of that day. At first the written and the
spoken word were in Latin, as at Harvard's commence-
ments.1 Until comparatively recently, quotations from
foreign languages or from the English classics or Bible
were important weapons for the essayist or pamphleteer
or orator. Hence what is to-day called "culture" was
then in everyday use and essential to success under
the prevailing conditions. To-day, we deal more in
facts and figures and statistics, and our education, our
college training, should be framed to meet modern con-
ditions, at least so far as they train the mind of youth
to battle successfully against the conditions which he,
and not his ancestors, must meet. The student's years
are largely wasted if we give him an education which
is not best adapted to his future needs.

The educational course of the reorganized college
will hold clearly before its pupils the higher ideals of
the best education, and strive to fill their minds with
this lofty view of education itself; just as and just as
much as the best professional schools strive to set
clearly before the embryo professional man the highest
ethics and ideals of his chosen calling and the lifelong
work and devotion through which he must attain

1 " Individual Training in Our Colleges," pp. 61, 82-86.

Resume: The Keynote of the College 337

leadership therein. Only by this constant gaze upon
the best things of the profession can a young man's
mind be molded to its highest standards, and he be
made ready to undertake the arduous training which
success implies. Heretofore our colleges have largely
failed to hold up great standards of education, and make
their true meaning and their value in after life clear and
living before the eyes of their undergraduates. This
failure has often come because these things were not
clear in the eyes of the college authorities themselves,
whose ideals have been on the diploma-marking-system-
soft-culture-course-electives level and not on the highest
planes of a true education.

Slouchy, haphazard, go-as-you-please, laissez faire,
are not pleasant words to use about anything; but they
truly characterize too much of our so-called college edu-
cation, as it works out, in fact, with too large a propor-
tion of our students in too many institutions. The
Briggs Report proves this and the investigations of the
Carnegie Foundation demonstrate it.

Unless the aims and ideals of the college itself are to
be raised many degrees, it will be practically useless to
attempt to reorganize upon business methods. Men
will work hard for money or to support a family, but the
college offers nothing of this kind. If we are to have
team work, hard work and good work, we must cause
our undergraduates to thoroughly understand the value
of mastering a course of study in college, as well as in a
profession, or a business, or in football or other sport.
Thus only will they be ready to endure the strenuous
work necessary to enable them to master the college edu-

338 The Reorganization oj Our Colleges

cation which shall fit them to succeed to the utmost in
the increasingly hard battle of life.

This raising of the aims and ideals of our colleges
must be general and widespread, or else the reorgan-
ized college will be put at an unfair disadvantage in
some important particulars. We understand what was
meant when a well-known college president writes of
intercollegiate contests :

"The punctilious execution of whatever rules are agreed
upon must be the sincere concern of all the colleges nom-
inally concerned. The college attempting honesty in ath-
letic sport single-handed fares as does the grocer who sells
pure sugar when all his competitors sell sand."

We shall find it hard to keep our aims and ideals high if
in a neighboring institution education, so called, and the
obtaining of a diploma are on the old sixty per cent soft-
culture-course basis.

Within the college itself, and between it and all its
neighbors, we must live up to our new motto, "Team
work, hard work and good work," so far as relates to
new and higher aims and ideals, and harder and better
work.

Second. We shall clearly recognize that our college
is divided into distinct departments, and that we can
bring about a successful reorganization only by making
a sharp cleavage between these departments, which
shall thereafter be placed in keen but friendly rivalry
and competition, so that each may hold the other to its
very best for the common good, as is done in all well-
organized business concerns. While there must be this
rivalry, there must not be jealousy or unfairness, and

Resume: The Keynote oj the College 339

there will not be if the right man is at the head and the
aims and ideals of the college are high enough.

But as the college must look above itself to the state
and the other higher ends outside of itself, so each de-
partment must look beyond its narrower boundaries to
the greater whole — the college with its high objects and
duties. We must penalize every department, and every
bureau or individual therein, which balks or sulks or
otherwise gets out of harmony with its or his confreres
or with the highest aims and ideals of the institution
itself. Each department in all its parts must adopt and
conscientiously carry out the new motto: "Team work,
hard work and good work." And this will be the more
easily done because each department will clearly recog-
nize that it is a factor in the new quasi municipal cor-
poration and public servant, and as such is performing
a patriotic duty as truly as those who conduct the elec-
tions or other public affairs of the commonwealth.
This will become more evident as we now proceed to
discuss the various departments in detail.

Third. In many institutions some functions of the
financial department cannot be much improved upon.
The funds are well and conservatively invested, the
securities are safeguarded and annually checked off by
outsiders, the accounts are intelligently and clearly
kept and detailed, and complete annual audits and re-
ports made, published and distributed. The funds are in-
vested, the accounts are kept, and the audits and reports
are made by experts. There are still some improve-
ments which can and will be made as to application and
distribution of funds, etc., but this department should

34Q The Reorganization of Our Colleges

be the least troublesome and most easily managed of all.
Yet there are many college presidents who have in-
sisted to me that there is a great laxity and want of
system in the financial affairs of many institutions. If
so, it is unpardonable; for there are many places, like
Harvard and Oberlin, whose financial system could be
easily followed.

There should be directly connected with the financial
department of every college an expert accountant who
is thoroughly versed in factory administration and ac-
counting. The administrative, business and account-
ing problems of the college most closely resemble those
of the factory or other producing industry. They have
practically no resemblance to those of banking, and
very little to those of transportation, or ordinary mer-
chandising or jobbing. Such an accountant should
supervise all the bookkeeping of every college activity,
in such a manner as to teach good business methods
and bookkeeping to all those immediately concerned
therewith and to the student body as well. Also he
should see that the financial department is divided
roughly into three parts: the getting, the investing and
the use of funds; covering the usual and unusual in-
come, the investments, and the expenditures of the col-
lege. Under the last head he should provide not only
for the usual safeguards of all expenditures, but he
should also institute a system under which there will be
introduced as many new units as possible by which to
judge of the work of all of the various departments,
courses and individuals within the college, and to pro-
vide methods by which the exact cost of each depart-

Resume: TJte Keynote of the College 341

ment and course can be safely anticipated and ascer-
tained— to the end that there shall be provided, first,
proper reserve funds to cover contingencies in the
teaching force, and, second, that the best net result
upon the individual undergraduate shall be obtained
through limiting the student body, so that each course
shall do its best possible work upon the right kind and
right number of students, and within proper financial
limits. In other words, this accountant must be in
charge of the factory cost system of the institution, and
must arrange this so that it shall be an available chart
for future work, just as is done by the accounting force
of every modern manufacturing business which covers
a large volume of business and a large number of men.
Fourth. The pedagogical or instructional depart-
ment must be thoroughly reorganized, not so much as
to personnel as to methods and ideals. If the teacher
is to be the new primary unit of the college factory, he
must be worthy of the place given him, and must be held
to strict accountability in the high functions which he
assumes in the quasi state, and must be rewarded and
regarded accordingly; and these matters must have con-
stant and grave consideration. The teacher must thor-
oughly know his subject, and grow in it, and do original
work worthy of the state, but also he must be an inspir-
ing instructor as well as a scholar. He must enthuse his
pupils and draw them to himself and his subject. He
must approximate to President Garfield's ideal of a uni-
versity— himself at one end of a log and Mark Hopkins
at the other. He must aim to educe the very best that
is in his hearers, and must make them feel that their

342 The Reorganization oj Our Colleges

education has been perceptibly advanced by their course
under him.

We must put a distinct and unmistakable premium
upon fine teaching capacity, and not kill it off or cripple
it by unduly or unfairly overworking it, or by asking it
to do the work of the poor teacher, or by failing to recog-
nize and reward it. If this premium cannot be ade-
quately paid in money, then some form of honors and
recognized scholastic distinction must be devised and
applied and made known to the public. This is true
of the German system, and there is no reason why some-
thing of the same kind should not be attempted here.

Most of all must there be the best possible system of
promoting a good scholar and teacher so that his talents
may have a recognized value, without as well as within
the institution in which he works. A victorious college
athlete may earn the right to wear the college letter, and
often he will work hard for four years before he gets this
badge of honor. Can it be that there is no just and wise
method which the college authorities can devise by which
good teaching work can earn its crown ? Successful col-
lege athletes are known throughout the land, but what
are the colleges doing to bring honor and reward to the
great teachers whose work, after all, is at the foundation
of college athletics and college life?

Furthermore, we must clearly appreciate that huge
faculties contain the same class of dangers to the promis-
ing and earnest younger members thereof that huge stu-
dent bodies do to the individual student. There is the
same danger in each case that the individual will be lost
in the mass or pocketed in the race; possibly because he

Resume: The Keynote oj the College 343

has not those unpleasant aggressive and self-assertive
personal qualities which will push forward a mediocre
competitor. It should not be necessary for one who has
in him the stuff for a good teacher to advance his own
fortunes. There should be a well-organized adminis-
trative system to recognize and reward such men and
put them where they can do their most effective work
for the commonwealth, the institution and the indi-
vidual undergraduate. Hence there must be a clear
perception of the need of picking out and rewarding true
teaching merit, and we must experiment until we find
the broadest and most effective means of assuring a
crown of honor and the largest field of work for the suc-
cessful and forceful teacher.

Moreover, the college itself must award its own peda-
gogical honors in no uncertain fashion if its successful
instructors are to receive honor from the world at large.
For years this policy has been followed in college foot-
ball. Why should not the college in educational matters
— of which it should surely be the best judge — also award
some of the honors to which its teachers are justly en-
titled? If it does not do this, it cannot complain if the
world does not; nor if, in the eyes of the world, the suc-
cessful coach or athlete seems far more important to the
college than the most brilliant scholar and teacher. The
world is but following the lead of the college itself, whose
coach is sometimes more widely known than its presi-
dent, and apparently has more real influence among its
undergraduates and more lasting influence throughout
their lives. As a matter of fact, nothing of this kind will
ever be successful until a separate administrative de-

344 The Reorganization of Our Colleges

partment introduces criteria by which good work in
every branch can be picked out, made known and re-
warded, and the colleges standardize upon these cri-
teria.

Let there be something like the same anxiety in the
college itself for the health and effectiveness of a star
teacher that there is for that of a star athlete. The
newspapers devote columns to discussing whether a fa-
mous quarterback or other member of a team will be
in condition to play in or throughout a certain game;
yet half of the faculty might be invalided and out of ser-
vice, and hardly a line would appear in any journal.
The college itself — not by rules but by student, alumni
and faculty public sentiment — must reverse this order
of things, whereby in appearance, if not in fact, ath-
letic renown is the chief end of the institution and edu-
cation the incident.

If the successful teachers are to have a commen-
surate honor and reward, it must be because student
and alumni sentiment understands and values good edu-
cational work, and gives it that chief place of honor due
to it in an institution of higher learning, and because
there is some recognized and standardized test by which
good pedagogical work can be judged even in another
institution.

Every important profession has had to assert itself,
and work out its own salvation and its right to honor-
able and rewarding distinction. Theology, law, medi-
cine, dentistry, engineering and other professions have
thus, from time to time, fought their own battles for
recognition and honor. College pedagogy must follow

Resume: The Keynote of the College 345

the same course, or remain where it is and subject to
about the present or worse conditions. There are but
two courses open to it if it would better its position It
must actually and in good faith raise its own standards
and performance, and then insist upon and obtain a fair
recognition upon its merits, or else it must organize
upon the basis of a trades union and institute a country-
wide strike.

As a matter of fact, our college instructors could
learn some important lessons from a labor union like
that which governs our locomotive engineers. For one
thing, they could learn to assert the right to have a
controlling voice in the pedagogical policy of the in-
stitution, and to be content to let the other depart-
ments manage their own affairs. Admittedly, at first
this must have some wise limitations, but the dangers
of faculty control of the curriculum and of pedagogical
affairs will be minimized when administration and dis-
cipline are placed in the hands of a separate and co-
ordinate department. Again and again I repeat it as
my candid opinion that the salvation of the faculty lies
in a separate and splendid administrative department,
earnestly determined to get the best possible educa-
tional results. The faculty should demand such a de-
partment, and demand that it work for them, to make
their work more productive and their results more sure
and rewarding. I am firmly convinced that until such
a department has begun to make itself felt, the faculty
as such can never take their proper places in the college
or the outside world. To me this seems perfectly self-
evident. This opinion has been acquiesced in by every

346 The Reorganization oj Our Colleges

man of affairs to whom I have submitted the facts.
College presidents and executives agree. But many of
my friends among the instructors stand aghast at intro-
ducing anything like business into their departments.
They look upon administration as an enemy instead of
an ally; a clog instead of a clarifier.

Above all this, the instructors must learn and con-
scientiously practice the new motto, "Team work, hard
work and good work" — but especially they must learn
true team work. To that end they must realize that
their power for evil is quite as great as their power for
good within the college economy. Hence the instruct-
ors must cordially welcome the new and separate de-
partment of administration, and do all in their power to
make it a success in the highest sense and for the highest
ends of the college. There must be no lukewarm and
grudging acquiescence in the new state of affairs, no
anxiety to pick flaws, but rather a hearty and heartfelt
sympathy with a difficult problem which is for the com-
mon good. Moreover, as a matter of financial and
other economy and efficiency, the teachers must give
active as well as negative help in the field of adminis-
tration. The problems of the latter are largely those
which concern the former. Administration is neither
the servant nor the master of college pedagogy, but
rather its enthusiastic and trained friend and colaborer,
striving to work out the highest aims and ideals of this
new quasi state; by joint action, to get, in the intricacy
of modern conditions, the same quality of results which
the instructor working alone could accomplish under
the simpler conditions of earlier times.

Resume: The Keynote oj the College 347

And here let me repeat the expression of my deepest
respect and regard for the teaching forces of our col-
leges. There is no other body of our citizens whose
lives are more devoted and unselfish, or whose work is
harder, or whose reward seems relatively more inade-
quate. I have sought to make my words, not hard, but
plain; not to impugn motives, but methods. I would
not add an ounce to your burdens, but rather lessen
some, and show you new and modern devices for shift-
ing and easing others. Your alumni cannot do your
work for you and should not attempt to, but they can
and will gladly show you new methods of meeting
modern conditions and of making your labors more
pleasant, efficient and rewarding. But you must decide
whether you will adopt such methods. You are the
arbiters of your own fate. We can suggest, but ulti-
mately you must decide the result. You must be will-
ing to forego some things to gain greater ends. You
have been individualistic. You must learn to be co-
operative. You must cordially, nay, eagerly, adopt and
steadfastly carry out the modern world's great motto,
"Team work, hard work and good work"; with the
emphasis so far as you are concerned, let me say again,
upon the team work; and this means team work with
your associates in your own course, and in the faculty
and in every other department of the college.

Fifth. The student life department must next be
considered under its twofold nature, the college com-
munity life and the college home life, corresponding so
closely to the business and home life of the ordinary
citizen ; but modified somewhat by the fact that our col-

348 The Reorganization of Our Colleges

lege citizens are not yet breadwinners, but are still more
or less directly accountable to their parents who sup-
port them.

The reorganized college must first of all realize that
it is dealing with men — the picked young men of the
country — for whom it is responsible first of all to the
country itself. They must be treated as men, and made
to bear the burdens and responsibilities fitted to their
strength, and suited to give them the same kind of dis- ,
cipline which many of their friends and contemporaries
are obtaining in good business houses. At twenty to
twenty-two, such picked men in ordinary business life
would be bearing very weighty responsibilities, and bear-
ing them well among men who were many years their
seniors in years and experience. More and more the
direct burden of the student government and public
sentiment of the college and the care of its homes should
be put upon the undergraduates, and in such a manner
as to interest them in and prepare them for similar
problems in their future lives. The investigation and
care of its student life will be one great branch of college
work, for on this ninety per cent of the undergraduate's
time largely depend the results of the ten per cent passed
in the presence of his teachers.

The bounds limiting the college community and
home lives will be clearly outlined and made known,
and college justice will be administered by a student's
peers. Why not recognize that there will be politics in
every college, and teach our young men to play them on
as clean, educational and helpful a scale as possible?
Under no circumstances let us leave the discipline of the

j

Resume: The Keynote oj the College 349

individual to be voted upon by the body of the faculty.
The final word should be with the president, or with
some very small group that is in the closest touch and
sympathy with the student body and the college homes.
The college ideal should be to anticipate and prevent
the need of discipline rather than to seek an opportunity
to administer it. The college should follow the course
of modern medicine which drains swamps and uses pre-
ventives; or of modern business which avoids lawsuits
by taking counsel beforehand.

The college will study its own social and political
problems as carefully as it does its educational, and will
let the results be known. While it maintains a clean
student atmosphere, it will remember that a large part
of the preventive measures must be exerted in the home.
Here it will avail itself of its natural allies, the parents
and alumni.

The fraternity owes it to its members to provide them
with a good college home. But just as much does the
college owe it to every student that he shall have a good
home. In so far as the fraternities furnish truly good
homes the college is fortunate in being relieved, to that
extent, of this part of its duty. But its duty still re-
mains, so far as it relates to the nonfraternity members,
and must not be shirked. Surely the fraternities can-
not complain if the college sets up, for its nonfraternity
members, model homes which will put every fraternity
on its mettle. The time must soon come when the fra-
ternities, like the colleges, shall be sternly judged by
their present-day results, not by their names or history
or wealth. Let the colleges carefully investigate and

350 The Reorganization oj Our Colleges

candidly publish the results in later life and other im-
portant details as related to home life in the fraternity
houses, the dormitories, town boarding houses or other
college homes. Such use of the publicity bureau would
draw attention to the true conditions and lead to im-
portant reforms.

Here again let competition be the life of good work.
Every good fraternity ought to welcome the competi-
tion of the college in a home-making experiment. If,
with years of start and with manifold advantages, the
fraternity home cannot hold its own, it deserves to go
down. The fraternity may well be voted a failure if in
the long run it cannot give to its members more than
they can get in a home conducted by the college. The
difficulty is that the college has seldom furnished any
opportunity for such a competition. It has provided
the barracks accommodation of a dormitory, or rele-
gated its students to the cold comforts of a student
boarding house in an overcrowded college town, but it
has done substantially no home-making except in a few
of the women's colleges. Let the college set up a
model home, if it can, and most of its good features will
be at once adopted by the fraternities, and the whole
college home problem will be much nearer solution.
But the college has much to learn from the experience
of the fraternities and must copy many of the good
social and home-making features of their homes. A
college home must not be too large, and should have a
good commons, and a cozy lounging room, and a good
floor for dancing, and as many as possible of the things
that go to make the fraternity houses homes, and not

Resume: The Keynote of the College 351

dormitories or barracks. Until the college insures good
homes to all its students, fraternity and nonfraternity
alike, it has fallen short of its duty in rounding out the
domestic and social side of the character of the future
citizen, and in properly providing for a clean and help-
ful college home life.

Admittedly, municipal ownership is advisable in some
things, such as the water supply. William H. Taft has
put this thought as follows:

"Where a general service to the public cannot be well
discharged by private enterprise, and can be effectively and
economically discharged by the government, the govern-
ment should undertake it."

In like manner, it may be advisable for the college to
attempt the experiment, not so much of home-building
as of home-making, on a small scale and in competition
with the fraternities and the town boarding houses.
Certainly such an attempt would be an interesting one
and might have far-reaching results.

As the institution must assure a right college atmos-
phere and community life, it must as surely see to it
that every fraternity or other unofficial college home is
doing good work for the common good, and in such a
way as to enable the college to fulfill its duty to the
state, to education and to all its higher aims and ideals,
and this duty should be discharged through the home-
making forces of the home itself.

The college home has its great functions as truly as
the home of boyhood or manhood, and that student has
lost a large part of the charm, educating and polishing
of his course who has not felt and contributed to the in-

352 The Reorganization oj Our Colleges

fluences of a fine college home life. Right here lies the
power for good or evil of our college homes.

Let us, as college men, rise above fraternities or in-
stitutions, and determine that, as parents, alumni and
citizens, we will join with all interested in our institu-
tions of higher learning to set forward the cause of the
college home life. The Home is greater than any one
home or series of homes, and the College Home is more
important than those of any institution or of any fra-
ternity.

Let every parent, sending his son to college, study the
home life therein, and keep in touch with his son's col-
lege home, and demand of the college that it shall take
intelligent care of his college community and home life.

Let us study the college home as a home, first, last
and all the time, and then we shall be able to improve
it along sane and effective lines, and give it its proper
place between that of the father and that of the bread-
winner; and we shall not be drawn off to side issues.

Here, too, is another great field for cooperation and
competition, with a proper credit given to those who do
good work; for among the college homes, also, the motto
applies: "Team work, hard work and good work."

Sixth. As to the separate administrative depart-
ment, we must remember that administration is an ex-
pense and a nonproducer; that its principal aim is
to make effective or available the productive work of
others; and that it is chiefly designed to surround the
producing elements with service conditions without
which, in large concerns, they cannot work to the best
advantage.

Resume: The Keynote of the College 353

Let us also admit that a separate administrative de-
partment in our colleges is a necessary evil or adjunct,
which has become indispensable because of growth in
numbers and the intricacy which comes with modern
conditions. Hence this new department must be pro-
portioned to the size of the institution and the number
of its departments and courses. A department which
would be sufficient in a small college would be entirely
inadequate in a large one; a system that would work
well in a large university would swamp a small college;
what would be successful in a private or denominational
college might utterly fail in a state institution. It re-
quires genius to adjust an administrative system so that
it will be neither too large nor too small; so that it shall
not go into unnecessary minutiae, nor omit to cover im-
portant details ; so that it shall be neither niggardly nor
extravagant; and so that, while encouraging and re-
warding the faithful, it shall detect the laggards. In a
large sense, administration is a constant readjustment of
the affairs of others and of its own methods.

College administration is as yet in an experimental
stage, and must be undertaken conservatively by each
institution or group of institutions, until we have the rec-
ords of enough experiments to provide data for gener-
alization. These records should be upon the same gen-
eral plan and be collected and collated by experts.

There are certain things that ought to be thoroughly
covered by the administrative department in every col-
lege of, say, 300 or upward. It is a matter of discre-
tion, depending upon the size and conditions of the
institution, as to whether these matters shall be put un-

354 The Reorganization oj Our Colleges

der the charge of distinct bureaus, or whether one man
or bureau shall attend to several branches. For the
sake of convenience, I shall treat the administrative de-
partment under the heads of different bureaus, as must
be done in our largest institutions. These suggestions
are merely tentative, and in some instances would need
considerable variations. These are the things which
should be covered by the new department; the methods
and forms by which these ends are to be reached are
susceptible of many changes. A start in the proposed
system has been made in many institutions, but never
as a separate department recognized as coordinate and
coequal with all the others.

(i) The first bureau we may call that of statistics
and forms. This should be under a skilled statistician,
possibly the expert accountant already spoken of, but
will embrace so many different subjects that it may re-
quire subdivision.

It will have charge of and collect and collate the
statistics upon the following, among other, matters:

(a) The general system of forms and blanks for use
throughout the institution, and the particular forms
necessary in any part of the institution to accomplish
the general purpose of the college, (b) The prepara-
tion and supervision of any system of blanks and forms
required to collect any desired information or statistics.
(c) The collecting of the general statistics of the college
and its students, now largely covered by the office of the
registrar, who should either be placed over this bureau
or under its head, (d) The collection and collating of
the results of the class-room work of each course and of

Resume: The Keynote o) the College 355

each student and of each class of students, (e) The
preparation and oversight of a comprehensive mark-
ing system, and the collating and rendering its results
readily available so as to furnish data upon the past,
present and future work of each student. (/) A general
account of stock of the whole college, taken at least
yearly, possibly quarterly or monthly, and designed to
get at the exact facts, whether favorable or unfavorable.
This should also serve as the general bureau for inter-
change of information within the college itself, and as
the official bureau to collaborate with sister institutions.
(2) The second bureau will be that of the college
waste heap. Its duty will be carefully to examine and
rectify the educational or other factors which, before,
during and after a student's course, tend to produce bad
work or prevent good work. This will call for a sharp
analysis of the preparation, mental, moral and physi-
cal, of those who come from the various preparatory
schools, and hence of the schools themselves; of the in-
fluences in the college itself which affect, adversely or
otherwise, the general cause and course of education
therein; of the reasons why individual students have not
completed their course, and their subsequent history ; of
the general success in after life of each graduate, and his
suggestions based upon his own undergraduate experi-
ence. This, or some other bureau, must collate the re-
sults of various courses in the college, and advise with
undergraduates as to their work and courses, and act
in close touch with a faculty committee on scholarship.
The waste in the teaching force is put under the seventh
bureau.

356 The Reorganization oj Our Colleges

(3) A third bureau must be that of college activities,
which will study and be responsible for the college com-
munity life and the general student atmosphere; which
will keep in close touch with the outside activities of the
college, and their effect upon pedagogical results and
upon the college community and home life. It must be
in sympathetic charge of the religious and moral welfare
of the college as a whole, and must supplement its work
by committees of the faculty and students. This bu-
reau must work in the closest way with

(4) That of the college home life, which must have
charge, in a large yet intimate way, of the college homes
and their highest interests, as those relate to their own
inmates or to the course of education in the college it-
self. These last two bureaus come partly within the
province of the college dean, but that should not prevent
the making of a distinct and wise provision for the bu-
reaus of college activities and of the college home life.
Whatever else happens, these two bureaus must be made
the most of.

(5) The bureau of health and physical exercises will
not infringe upon the recognized teams and athletics
of the college, but will care for the many students who
are not on any team or under the direction of any
trainer. It will make sure that every man in college
has compulsory physical exercise, and graduates with a
good physique and bodily health, and with a thorough
knowledge of the kinds of exercise without apparatus
which he can use in his office or home; that there are
frequent and complete physical examinations of every
undergraduate at unexpected times, and proper lectures

Resume: The Keynote of the College 357

upon his physical constitution and its care, and upon
his home duties and responsibilities in after life. This
bureau will have the power, for instance, to prescribe
boxing and fencing lessons for those hard students who
lack physical force, or dancing lessons for those who
need the social graces; for in such cases aggressiveness
and self-confidence may be the chief things lacking to
insure perfect usefulness in after years. This bureau
will be in close touch with the medical and physical
directors.

(6) The sixth bureau, that of the graduate field, will
seek to follow the alumni and see that they catch on in
the world and make real progress therein. It will be
on the lookout for opportunities, and be a clearing
house for outsiders who are seeking the right college
man for the right place in after years. It will study
the curriculum from the light of results, and, through
lectures from prominent alumni and others, will in-
fluence the college community life by making the stu-
dents understand the conditions that will face them
after college and for which their college course must
prepare them. Possibly this bureau may best be com-
bined with the second, for their fields lie close together.

(7) The seventh bureau, that of the college plant,
will have a general oversight over the work of the teach-
ing staff, to make sure that each member is doing his
best work at the best advantage, that there are no drones,
and that there is no preventable waste in the college
machinery. Great care will be taken to develop and
foster every influence helpful to higher intellectual and
educational ideals and methods within the faculty, or

358 The Reorganization oj Our Colleges

within its student body, or in the parts of the institution
common to both faculty and students. If this bureau
is undertaken in the proper spirit, and is made general
throughout the colleges, it will be of great advantage to
the preceptors, associate professors and other younger
teachers, and to the institutions themselves; for a misfit
in one college may be made a success in another, or an
apparent failure may be made to do good work by some
change of conditions in the same institution, and those
who do good work will find sure recognition for their
efforts, and the benumbing effects of the influences which
now affect the lower-grade teacher will be persistently
counteracted. This bureau must work in the closest
touch with the president, and often only through him
in delicate cases.

(8) The eighth bureau will be that of publicity, which
will not, as now, have the tendency to confine its work
to advertising a successful coach, nor to improving the
betting odds by sending out misleading reports as to
the members of the teams or crews. It will insure that
the educational work of the institution and of its best
men is made known to the world; that parents and
alumni are kept in close touch with present conditions,
and that honor is given where honor is due.

(9) Lastly there must be the Mark Hopkins or per-
sonal-equation bureau ; though possibly this bureau will
be embodied in the chief of the department himself, and
thus thoroughly pervade the whole administration. Its
motto must be along the line of the saying of the late
Professor Park, of Andover Theological Seminary, who
used to tell his students that it was not so important as

Rtsume: The Keynote of the College 359

to how large a college a man had gone through, but
rather how largely the college had gone through him.

So far as the administrative department deals with
administrative machinery, it is important, necessary
and formative, but, after all, in this respect it is essen-
tially an added expense. Its great glory and productive
value will be in preserving and making truly effective
the personal equation which was so vital an element in
the training of the earlier college in its narrowness and
poverty. Character - building and the power of the
older man and scholar upon the younger man and stu-
dent are the great things which stand out as we study
these earlier temples of learning; and these must still
be the great underlying ideals of our college training
for citizenship. The college must more and more —
and ever more — use and insure the use of the personal
manhood and scholarship of the teacher to engender
manhood and scholarliness, if not scholarship, in the
taught. One great professor, every inch a man and
equally a scholar, and preeminently a fructifying force
for character and scholarliness, writes:

"Your system seems to me to threaten over-organization
and excessive centralization, harmful to teacher and student
through killing spontaneity. When the college comes to be
as completely organized as our most successful business cor-
porations, is there not a risk that it will produce well made,
accurately adjusted cogs and wheels, etc., for the great so-
cial machine, rather than men of initiative, possessing in them-
selves and respecting in others the disposition and power to
grow each in his own way?"

If this be so, then is my message a failure. The stu-
dent who does not carry away from Alma Mater's halls

360 The Reorganization oj Our Colleges

the deep impress upon his innermost life of some one or
more great men and scholars has indeed missed the
chief thing in his training for citizenship. Far better
to leave college in one year with this impress than to
leave it at the end of four years with merely a marking-
system diploma.

There is much of the machinery of a separate admin-
istrative department which is of the most machine and
perfunctory kind — to accomplish machine results. The
increasing extent of the college plant requires this. But
the personal equation of the teacher is still the great
character-building force in the course, whether it be one
year or four in length, and the college as an institution
exists that it may gather together the great collection of
manhood and scholarliness and character-building force
which is represented in the picked individuals of a good
faculty. This power for character-building and schol-
arliness is, after all, the true capital of the college — not
its funds, or its buildings, or its material wealth of any
kind. All these latter things are as much mere me-
chanical instruments as is its administrative department
and machinery. Above all things, the college has no
right to waste, unnecessarily, a single jot or tittle of its
character and scholarship building capital. To min-
imize any loss at this very point and in this very respect
is the great duty of the personal-equation bureau. The
loss in this respect is terribly and unnecessarily — nay,
even criminally — great to-day under present college
methods. Indeed the administrative department must
have for its paramount aim to keep constantly em-
ployed, at their utmost efficiency, every element of the

Resume: The Keynote 0} the College 361

college economy and capital — the funds, the buildings
and other material plant; the impersonal machinery;
the student life; most of all the college history and tra-
ditions, and the college spirit, and the manhood and
scholarship, individually and collectively, of the faculty.
Here is where the college course is to guide the footsteps
of the lad as he prepares to enter the larger life of his
business or profession. Here is the point where the
personal-equation bureau can collaborate most efficiently
and payingly with the waste-heap bureau.

Again and again we must remember that adminis-
tration, except for definite uses and ends, is an unneces-
sary and almost unproductive expense; but the admin-
istration which gets additional return upon the college
capital of men and character is not an unnecessary ex-
pense, but rather a vital necessity if we would avoid a
terrible waste of the most precious heritage of the in-
stitution. And I would have this bureau exert itself
most constantly and forcefully at the very beginning of
the freshman year. This is the time of highest purpose
and of least resistance to good moral influences. There
is no doubt in my mind, from a fairly broad experience
in college homes, that the average college graduate has
higher ideals and hopes at the time when he enters col-
lege than at any other time in his life. He has left home
and the preparatory school with a feeling that he must
now show what is in him, and that he is standing alone
for the first time. In many cases he appreciates the
serious inconveniences and even sacrifices which the
loved ones at home are making for him. His ambitions
are high and his purposes pure. It is at this time that

362 The Reorganization of Our Colleges

both the college and the fraternity too often offer to him
a stone. The harm done at this point of his develop-
ment, when his community life is unfolding, may never
be undone. But just as surely the good purposes, which
are then regnant within him, may be solidified into per-
manent character by the right treatment. It should
be one of the high duties of the personal-equation bu-
reau to insure that each undergraduate has the right
surroundings and help at the critical periods throughout
his college course — but especially at its beginning.

Over all and throughout all these bureaus, and in-
spiring them all, will be the chief of the administrative
department, who will soon come to be regarded as the
most indispensable man in college, for he will be at the
service of everyone. But most of all he and his depart-
ment will be the chief exponents and champions of the
college motto : " Team work, hard work and good work."
He will be the master spirit in keeping up enthusiasm
for higher things. He will be proud of his system, not
because it is complete, or intricate or scientific, but be-
cause it does things, and makes the crooked straight
and the rough places plain, and restores individual
training in the college. He will be wise enough and
broad enough and strong enough to vary his system
when it works badly, to ease it if it bears too harshly at
any one point and to improve it constantly. This de-
partment and its head will be the right hand of the
president, making it possible for him to formulate and
carry out new and higher policies without the nervous
wear and tear that must otherwise ensue.

Seventh. But the president must be a man trained

Resume: The Keynote of the College 363

to avail himself of a scientifically conducted administra-
tive department. Possibly this may result in our having
and requiring a scientific business and factory training
for college presidents; for the president of the reorgan-
ized college must be, not only a great man by nature, but
one especially trained to assume so high a position and
to safeguard interests that mean so much to the com-
monwealth and to all within it. It will also be of great
advantage if he shall have acted for a few years as the
traveling secretary of a fraternity, and thus have sym-
pathetically studied, from the undergraduates* stand-
point, the student life of many institutions.

Eighth. As there must be a distinct cleavage between
the various departments of the college, so there must be
an increasingly distinct differentiation between the college
and the university or graduate schools, and the statistics
gathered by our administrative department will enable
us to work this out more scientifically and satisfactorily.

Ninth. The functions of the board of control or of
trustees will be carefully worked out, so that the board
shall help in a large way, rather than hinder, the best
possible internal administration of the affairs of the col-
lege by the several departments which are on the ground
and directly responsible for results.

Reorganization will not imply a shifting of old faces,
but rather a bringing in of new forces and the intro-
duction of new methods looking toward like, but even
higher, ends than were formerly possible. The re-
organizer will be the coach who can show those within
the institution how to put into effect team work, hard
work and good work.

364 The Reorganization oj Our Colleges

Tenth. The one subject which now is required of
every student in every course and every college is English
To this will be added another — citizenship. If anything,
this should be considered the more important of the
two, and should be taught in connection with the actual
government of the student body and activities. There
should be a department of citizenship in its largest
sense, just as there is a department of English. The
prime object of this course should be to inculcate the
highest ideals and exercise of citizenship. It should be
a freshman study, and eventually an entrance require-
ment also. The college should be governed, as far as
possible, upon the model of the state, with its upper and
lower houses for legislation, and its legislative, judiciary
and financial systems to control student activities. The
college should not study to see how little of real power
it can give over to the student government, but how far
it can perform its duty to the commonwealth by forcing
these embryo citizens to learn and exercise those civic,
public and political functions and duties upon which
the future well-being of the state may at some time or
place depend. The exercise of the franchise or of stu-
dent activity should be extended as far as possible, and
be made compulsory and a requisite for advancement
in college. The course in citizenship should be the most
important in the institution; it should be founded upon
and work in the college home, the college community
and the college state; and thus teach concretely the
things which go to make a clean and cultured father,
husband and friend, a successful professional or busi-
ness man, and an upright and energetic citizen and prac-

Resume: The Keynote o) the College 365

tical politician — in the sense that Lincoln and McKinley
were great practical politicians. All this would help to
make clearer to every undergraduate the true aim of his
college education — to enable him to find himself and to
train him for after life in the different planes of that life
as a citizen.

It has been well said that over the portals of every
educational institution should be written the word
" Service"; and surely this is true, preeminently, of our
colleges and their training for citizenship. McClure's
Magazine for October, 1908, shows how, in our country,

"One type of citizen — men of force and enterprise un-
surpassed in the history of the world — by adapting the dis-
coveries of the most inventive century of the world to the
uses of commerce, have massed together in the past half
century a chain of great cities upon the face of a half savage
continent, and left them to the government of the Euro-
pean peasant saloon-keeper,"

who has become a political leader among the immi-
grants who have stopped and swarmed in our cities.
Hence while

" the commercial enterprise of these cities has been the
marvel of the world, their government has reached a point
of moral degradation and inefficiency scarcely less than
Oriental."

The charge is true, in part because the colleges have
not of later years distinctly trained for citizenship, es-
pecially upon the high plane of duty toward the state.
It is not too late for them to mend and to assume their
former leadership, but no time must be lost. I am
not afraid to repeat that the earlier college course
trained for a broad, clean and efficient citizenship in all

366 The Reorganization of Our Colleges

its planes, and not for marks; that for many years past
the college course has trained chiefly for marks and
a leveling and low-grade diploma; that henceforth the
keynote of the college course must be training for
citizenship quite regardless of its diploma value; and
that this keynote, which will not be an easy one to
strike, must be kept constantly before every individual
and course and department of the college through a
separate administrative department, acting as the pro-
fessional coach and having for its motto: "Team work,
hard work and good work."

CHAPTER XXXIII

CAN WE HAVE A NEW FORM OF AMERICAN COLLEGE AND
UNIVERSITY?

POSSIBLY this radical reorganization of our indi-
vidual institutions may be our opportunity to give our
higher education a new and strictly American form and
content. Possibly the present seething mass is not so
chaotic as it seems, but may be permeated with a spirit
of new life and growth, which, as so often before, will
bring great and concrete gains out of apparent con-
fusion.

The first form of our college was taken almost en-
tirely from English schools and colleges, not univer-
sities. The present form of university-college has been
largely affected by the Germanic ideals. It is now time
for us to work out new ideals of the American college
and university which, while standing on the earlier
foundations, shall be the products of and in entire ac-
cord with our own modern civilization and social and
educational conditions. Let us not be ashamed if this
be a typically American business reorganization of our
institutions of higher learning, closely following the
plans which have been so successful in our great com-
mercial corporations, and using the same human agen-
cies which have so often succeeded in other fields. Cer-

367

368 The Reorganization of Our Colleges

tainly we have had sufficiently bad net results from the
ecclesiastico-germanic, pedagogical methods, and almost
anything would be better than that which we have yet
worked out.

If we are to undertake this greater task of remodelling
our system as well as of reorganizing our individual
institutions, let us immediately proceed on the broad
lines of the engineer or architect, and lay out our scheme
in its entirety. In building, alterations are expensive.
Let us, then, spend time and money to get our plans
right before we begin permanent construction. There
is much clearing of the ground which can and should
be done at once, and at any cost. This should be done
by the various institutions for themselves; but the final
plan must provide for a solid foundation and a super-
structure worthy of our time and country, adapted to
use all our present material, and sufficient for our
present and future wants.

The first thing is the formulation of a definition of the
college and of the university. Is it improper for a lay-
man to suggest that this should be a definition which
defines, rather than one which begs the question and
misleads the public and everyone connected with higher
learning? If there can be a sharp cleavage between
the college and the university, well and good. But if
that is impossible for the present, let us at least work out
a definition, and build up to it as the years go on. A
good definition helps to clarify our ideas upon the mat-
ter defined, and sometimes prevents fraud. The law
knows the great value of a definition for such purposes,
and accordingly the statutes are filled with exact defini-

New Form of College and University 369

tions of rights, and kinds of property, and as well of
kinds of frauds and crimes, and of the duties and limita-
tions of the citizen, etc. For example, in New York
State, the statute provides that

"No corporation shall be hereafter organized under the
laws of this state, with the word trust, bank, banking, in-
surance, assurance, indemnity, guarantee, guaranty, sav-
ings, investment, loan or benefit as part of its name, except
a corporation formed under the banking law or the insurance
law." '

Probably it is too much to hope that for the present a
definite meaning will be given by statute to the words
"college" and "university," and their improper use for-
bidden; but this is something that we may aspire to in
the future when our ideas and ideals of higher educa-
tion have been raised and clarified. We have spent
much time, thought and money in differentiating our
kindergartens, and primary, grammar and high schools,
and we tell of the ages of the children which each of
those grades should cover. Possibly we shall even-
tually be able to get a satisfactory definition of the
higher members of our educational institutions. At the
same time we shall come to understand clearly that the
colleges and universities are not a matter of years but
of different stages of mental growth and education.
The place of the college will be fixed and understood,
and there will be a distinct kind of teaching especially
adapted to college work, and well differentiated from
the teaching in university or graduate schools.

Such a plan, which shall intelligently define the place

1 Corporation Law, § 6.

370 The Reorganization oj Our Colleges

and scope of the college, can be fully and adequately-
worked out only by the fullest cooperation of high-
school, college and graduate-school teachers and prin-
cipals; of the educational institutions themselves, and
of the great educational funds, and of the general and
state governments; of broadminded professional men
and equally broadminded business men; of those who
know what is due to the state, the institution, the
teacher, the pupil, the citizen and the family. Such a
plan must provide for training accurate and fine schol-
ars, broad thinkers, patriotic and efficient citizens,
splendid professional men, and leaders in every walk
of life, that thereby the college and university may do
their full duty. The plan must also provide against all
kinds of waste; for avoidable waste in the college is
criminal in the highest sense. By intelligent training
we must fit strong men and thinkers to help us meet
the critical social and political questions which con-
front us at home and abroad. There is no greater
problem before our country to-day than to formulate
the ideal of the new American college and university,
for, until this is done, college reorganization, as dis-
cussed herein, must be largely a dream. Individual in-
stitutions will not often have the courage to lay the ax
to the root of the tree, and the work will proceed in a
desultory manner. But if a more or less comprehensive
plan can be devised, public sentiment and college pride
will work together, as in the past, to bring most institu-
tions to the highest level to which, at the time, they are
capable of rising. Competition is the life of our college
world to-day, and competition in a race for a perfect

New Form oj College and University 371

realization of our new ideal would accomplish more
than any other agency to bring about a universal im-
provement in conditions.

But this new and comprehensive ideal can be for-
mulated only through a board of uniquely equipped
experts of recognized standing, acting for a number of
years, on adequate salaries and with an adequate ex-
pense fund. They must not only have the ability to
dissect and analyze present conditions, but be qualified
for one of the greatest pieces of constructive work and
reorganization ever undertaken. The cause of educa-
tion in this country, the parents and the children, the
great industries and professions, all who are interested
in the question of education — and that is everyone in
this broad land — should unite to bring about such a
magnificent and comprehensive plan for doing our full
duty to our country and to the generations yet unborn.
We should not rest content until we have formulated
and worked out this great monument to the construct-
ive genius of our country, and especially adapted to
her peculiar wants and characteristics. Such a board
might eventually become the governmental agency for
testing and comparing our great institutions and their
methods and results, and thus aid and force everyone
to better and better work. There must be the great
principle and motto of team work, hard work and good
work underlying alike our football, our individual col-
lege and our new ideal of the great series of institutions
originating in American conditions and adjusted to
American needs and problems. Its successful appli-
cation in any of these fields will make it easier to apply

372 The Reorganization oj Our Colleges

it successfully in the others, if we only turn to the very
best that there is in what we are attempting to do.

It is proper that the general government, or some
agency upon its behalf, should be directly concerned in
formulating our new conception of the American college
and university. Great as have been the duties of these
institutions to the state in the past, the calls upon them
in the future must be much greater, and the colleges
must be constituted accordingly. They must be quali-
fied in every way to be the leaders in our great reforms,
but to this end they must clean up their own houses.

Meanwhile, each institution must at once undertake
the formation of an up-to-date administrative depart-
ment, and from that as a starting point provide for the
cleaning up and ennobling of its college homes and its
general student life. In these things it must cordially
collaborate with its natural rivals and competitors,
whose local surroundings must much resemble its own.
And it must not be surprised if it finds that in its new
attempt to build up a modern, adequate administrative
department, it has to turn to business men or public
accountants for the experience which no pedagogue can
furnish.

The distinct differentiation and development of the
college state, the college community and the college
home will add three new factors of strength to enable
us to work out the problems presented in these three
planes of the life of the student citizen.

First. If our college education is to be distinctly
nationalized, and to be primarily for the training of
problem solvers and thinkers in citizenship and clean

f UNlVtH
V

v^/^L.;

New Form of College and University 373

manhood, it follows that the institutions which fully
adopt this new ideal may be entitled to direct national
or state aid. In the past the nation, the states and the
local municipal governments have given generously in
educational crises or to provide permanent funds for
educational purposes. Possibly the same thing will be
done again if help is needed in an endeavor to formulate
a new system and ideal of higher education.

Second. If the colleges are to reorganize their com-
munity life upon true business principles, they will call
for and get the aid of their best business alumni and of
a high grade of noncollege business men, who will take
a new interest in the institutions which are thus to
undertake a new work in preparing their undergradu-
ates for business and the professions. This aid will be
even greater than any that can be given by the state.

Third. But if the institutions of higher learning are
to reorganize their college homes, they will call for and
surely have the cordial cooperation of the parents of
the land, who now too often and too justly look askance
at a course in college; and who shall say that the aid,
financial and otherwise, of the parents will not be the
greatest of all? It will largely include the alumni and
will force action by the state.

The state, the community and the home — these
three; but the greatest of these is the home.

APPENDIX

APPENDIX No. I1

Your Committee believe that if the Association is to un-
dertake— as they think it should undertake — the standard-
ization of American universities, another criterion should
also be enforced. The policy contemplated has to do with
the conditions of admission to professional courses. Your
Committee are of the opinion that the best American uni-
versities will in the future rest their professional courses on a
basis of college work, which shall range from one to four
years, and that the professional student will spend at least
five or six years in study from the day he matriculates in the
college to the day he receives his professional degree. Your
Committee accordingly recommend that the Association
adopt as a second criterion for membership the requirement
of one or more years of college work as a prerequisite for
admission to professional courses, the combination being so-
arranged that no professional degree shall be given until the
satisfactory completion of at least five years of study.

The ideal of your Committee is the combination of this
requirement with the present requirement of a strong grad-
uate school as a condition for membership in this Associa-
tion. But they recognize that a strict enforcement of both
requirements might work substantial hardship at the present
time. Nevertheless they think that in universities which
have professional schools and a graduate department it is
not too much to ask at the present time that the graduate
department shall be at least creditable and that the arts
and technical work prescribed for professional degrees in at
1 Page 6.
377

378 The Reorganization oj Our Colleges

least one professional school shall be not less than five years.
It is the thought of your Committee that if this dual stand-
ard of admission be now accepted by the Association it may
be possible to enforce it with increasing strictness as the
years go by. They feel, however, that a step of the utmost
importance would be taken if the Association now insisted
on the dual requirement, even though in administering it
concessions were, for a few years, made to some universities
which were strong in the one direction, but not so fully de-
veloped in the other. Your Committee are of the opinion
that American universities cannot be justly standardized
with reference to graduate departments alone; the require-
ment of a general or liberal education as a prerequisite to
professional study along with an extension of the period of
study for professional students being, in the estimation of the
Committee, an important consideration. They are of the
opinion that American universities should be standardized
with reference to these two criteria.

APPENDIX No. II1

"The number of students, or the 'bigness* of the college
or university, is probably the most useful method of classi-
fication. But in regard to the number of students one finds
a range continuous from institutions with fifty students to
institutions with five thousand, and if in this continuous
series arbitrary lines are drawn, the groups thus made put
together institutions whose consideration, side by side, could
serve no useful purpose; for instance, Johns Hopkins Univer-
sity with the University of Southern California, Yale Uni-
versity with the Temple College, and Williams College with
Maryville College.

1 Page 7.

Appendix 379

"The size of the teaching staff would naturally be con-
sidered a more scientific method of classification, but here
again there is a continuous gradation from institutions with
five to institutions with five hundred teachers, and groups
selected on this basis would result in such incongruities as
placing Valparaiso University with Leland Stanford Junior
University, Union College, Nebraska, with Amherst College,
and Howard College at Birmingham, Alabama, with Ripon
College.

"The maintenance of professional schools might be con-
sidered as a significant line of cleavage, but such a means
of demarcation, which would put in the supposedly less im-
portant group Princeton, Brown, Wesleyan, Vassar, Bryn
Mawr, and Trinity (Hartford), and in the higher group such
institutions as Hamline University, Epworth University,
Baylor University, Kansas City University, and some forty
or fifty other essentially minor institutions, cannot be con-
sidered an illuminating classification.

"The presence of a certain number of resident graduate
students is a significant feature of an institution for higher
education, and might be used to advantage in a classification
if graduate students in the various institutions had to com-
ply with similar requirements before being enrolled. It is
true that the graduate student must have received a college
degree, but a collegiate degree in the United States means
anything from a bachelor of arts or a bachelor of science of
such an institution as the Ohio Northern University, Ada,
Ohio, up to the bachelor of arts and bachelor of science of
such universities as Columbia and the University of Chicago.
Until the collegiate degrees begin to have a definite mean-
ing, it will be futile to base any classification upon the
graduate schools, which essentially rest upon these de-

grees." '

Carnegie Foundation Bulletin, No. Two, p. 2.

380 The Reorganization oj Our Colleges

The classification by the amount of the annual income is
shown to be equally unsatisfactory.

"Since American colleges and universities fail under any
system of classification to fall into natural groups, the only
available method is to choose arbitrarily a system which is
most useful for the purpose in view."

APPENDIX No. Ill1

CONSTITUTION OF THE BOARD OF STUDENT REP-
RESENTATIVES APPROVED BY THE UNIVERSITY
COUNCIL, APRIL ai, 1908.

ARTICLE I

There is hereby constituted a board to be known as The
Board of Student Representatives of Columbia University.

ARTICLE II
The object of this Board shall be:

(1) To furnish a representative body of men who, by vir-
tue of their position and influence in student affairs, shall be
able to express the opinion and wishes of the students.

(2) To encourage student activities, to make regulations
for the control and conduct of the same, and to decide mat-
ters of dispute between student organizations, in so far as
the exercise of these functions does not conflict with Uni-
versity legislation.

(3) To provide a suitable medium through which student
opinion may be presented to the University authorities.

ARTICLE III

The Board shall consist of nine members; one to be elected
from the College, by vote of College students; one to be
elected from the Schools of Mines, Engineering and Chem-
1 Page 78.

Appendix 381

istry, by vote of students of those Schools; one to be elected
from the School of Law by vote of Law students; and six to
be elected, without restriction of School, from the student
body at large, as provided for in Article VI of this Constitu-
tion. The Board so elected shall assume office on the day
after Commencement; and shall hold office during the en-
suing academic year. Six members of the Board shall con-
stitute a quorum.

ARTICLE IV

(1) To be eligible for election from the College a student
must be, at the time of the election, a regularly matriculated
student in the College and of Junior standing.

(2) To be eligible for election from the Schools of Mines,
Engineering and Chemistry a student must be, at the time of
the election, a regularly matriculated member of the Third
Year Class in one of such Schools.

(3) To be eligible for election from the School of Law a
student must be, at the time of the election, a regularly
matriculated student in such School intending to continue
his studies therein during the ensuing year.

(4) To be eligible for election from the student body at
large, a student must be at the time of the election a regu-
larly matriculated student in Columbia University intending
to continue his studies therein during the ensuing year.

ARTICLE V
Each candidate for election from

(a) the College

(b) the Schools of Mines, Engineering and Chemistry

(c) the School of Law

must be nominated by a member of that student body which
the candidate represents, and must be seconded by at least
nine other members of that body.

382 The Reorganization of Our Colleges

Each candidate for election from
(d) the student body at large

must be nominated by a member of the student body and sec-
onded by nine others, but no restriction of School is imposed.

All nominations must be filed in writing in the office of
the Registrar at least two weeks before the first day of the
election period.

Nominations not complying with these conditions shall
not be considered.

ARTICLE VI

The members of the Board shall be chosen at elections
held as follows:

(1) During the first week of the second half of the aca-
demic year, the student bodies of (a) the College, (b) the
Schools of Mines, Engineering and Chemistry, (c) the School
of Law, shall each elect a representative to membership on
the Board of the following year, with the privilege of at-
tending without vote ail meetings of the then active Board.

(2) During the last week of April of the same academic
year there shall be held a general election, open to the entire
student body of the University, at which the remaining six
members of the new Board shall be elected.

(3) At each election all voting shall be by ballot only and
conducted through the office of the Registrar. The election
period during which balloting may take place shall extend
over three days between the hours of 9 A.M. and 5 P.M. of
each day. In the elections provided for in Section i of this
Article, the candidate receiving the highest number of votes
in each election shall be considered elected. In the general
election provided for in Section 2 of this Article, the six
candidates receiving the highest number of votes shall be
considered elected.

(4) The Board shall have the power to fill any vacancy
arising in its membership between elections.

Appendix 383

ARTICLE VII

The officers of the Board shall be a Chairman and a Sec-
retary-Treasurer, who shall hold office for one year. The
Chairman and Secretary-Treasurer shall be elected by a
majority vote of the Board at its first regular meeting, which
meeting shall be held on the day following Commencement.
The Chairman shall preside at meetings. In the event of his
absence, the Board may elect a Chairman pro tern. The
position of Chairman shall carry with it no prerogatives be-
yond those of an ordinary member, except in cases where the
Chairman shall be authorized and instructed at a meeting
of the Board.

The Secretary-Treasurer shall keep minutes of the meet-
ings of the Board, shall have custody of its records and
funds and shall conduct its correspondence.

ARTICLE VIII
The Board of Student Representatives shall have the right :

(1) To nominate two undergraduate members of the Uni-
versity Committee on Athletics, subject to the approval of
the President of the University.

(2) To confer with any officer, or representatives of any
recognized body of officers, of the University, on matters of
peculiar interest and concern to the student body; and it
shall furthermore be the right of the Board to receive early
notice regarding contemplated legislation primarily affecting
the extracurricular activities of the student body.

(3) To refer to the President of the University for consid-
eration matters of peculiar interest and concern to the stu-
dents.

ARTICLE IX

The Board shall have authority, and it shall be its duty
to take into consideration, on its own motion, or upon charges

384 The Reorganization oj Our Colleges

preferred, the conduct of any student or body of students
which may seem detrimental to the interest or the good
name of the University; and having conducted an investiga-
tion, shall itself take, or, where necessary, recommend to the
appropriate authorities, such action as it deems just and
reasonable, to the end that such detrimental conduct shall
be properly reprehended and any repetition of it prevented.

ARTICLE X

Subject to the reserved power of the University authorities,
this Board shall exercise control over all inter-class affairs
and intramural sports.

The Board shall take charge of all class and general elec-
tions, and shall have the power to appoint the tjmes for
holding class elections and all inter-class contests.

ARTICLE XI

Any petition submitted through the Board shall receive
official acknowledgment and shall be acted upon by the
appropriate authorities as soon as may be practicable.

ARTICLE XII

A report of the Board shall be submitted annually to the
President of the University on or before June 3oth.

ARTICLE XIII

This Constitution may be amended, upon written notice
of not less than five days to all members of this Board, by
vote of seven members of the Board, such amendment,
before becoming effective, to be ratified by the student
body and the University Committee on Student Organi-
zations.

Appendix 385

APPENDIX No. IV1

"It will be evident to one who examines with care the
status of the American college professor that the low scale
of salaries which obtain in most institutions is due in no
small measure to the multiplication of weak and unnecessary
colleges. No two causes have had a larger share in bring-
ing down the financial reward of the teacher and of taking
away from the dignity of his position than the tendency to
multiply the number of colleges with little regard to standards
and the tendency to expand the curriculum over an enor-
mous variety of subjects without regard to thoroughness.
A college of ten professors who are strong teachers, com-
manding fair compensation, and teaching only such sub-
jects as they can teach thoroughly, is a far better center of
intellectual life than a college which seeks with the same in-
come to double the number of professors and to expand the
curriculum to include in a superficial way the whole field
of human knowledge. It is a true college that chooses to
add to its curriculum only so fast as it can provide fair sal-
aries for the work already in hand. It is clear from the
statistics of institutions given in this Bulletin that the low
grade of college salaries in a certain group of American
institutions is due to the attempt to maintain a university
with an income which is adequate only to the maintenance
of a good college. The scholarly atmosphere maintained
at some institutions, whose smaller income has placed them
in the second group of institutions for which statistics are
presented, is fairly well connected with the relatively high
salaries they pay to professors.

"The payment of a fair salary to the teacher is also
directly connected with the output of scholarly work and the
advance of research among college and university teachers.
1 Page 199.

386 The Reorganization oj Our Colleges

A large proportion of the teachers in American universities
are engaged in turning the grindstone of some outside em-
ployment with one hand whilst they carry on the work of the
teacher with the other. Owing to the rise in the cost of
living the proportion of teachers who seek to increase their
incomes in this way is very large. The method of organiza-
tion of the American university also throws a large amount
of executive [administrative] work upon members of the
faculty. For this extra compensation is sometimes paid.
Both processes cut down the opportunity for scholarly study
and take away from the dignity, simplicity and high-mind-
edness of the teacher's calling."

"Colleges are beginning to discuss with seriousness the
need of strong teachers as distinguished from the need for
material equipment. This fact itself is a hopeful indication
of educational progress. A movement is on foot among all
of the better institutions to make the salary of the teacher
approximate what might be called the line of comfort." 2

"The most important thing in regard to the income of.
college teachers, in relation to the cost of living in the com-
munity in which the college is situated, is whether the salary
paid by the college is above or below the indispensable line
of comfort. In every community there is a certain sum
which represents what a man with a family needs to pay
his landlord, his butcher, his grocer and his tailor. This
sum must be fixed having in mind the quarter of the town in
which the college professor should live, how his table should
be provided, and what his wife and children should wear.
These requirements need not be luxuriously provided for,
but they should be provided for as a well-educated and
refined man needs they should be. If the institution in
which he teaches pays the professor a few hundred dollars

1 Carnegie Foundation Bulletin, No. Two, p. vii.

2 1 bid. , p. viii.

Appendix 387

above this minimum line of comfort, he is free from worry,
his family life is cheerful, he can give the best that is in him
to his institution and its students. An income only a few
hundred dollars below this level puts the professor in a
situation involving worry and anxiety. Heretofore little
has been done to fix salaries in respect to any fair or even
possible line of comfort. And it has therefore happened
that at the same time when small economies in salaries have
lowered an entire faculty into discontent and inefficiency, an
amount sufficient to raise the teaching body into an atmos-
phere of content and cheerful work has been spent in facing
the campus buildings with marble, and in giving to the ath-
letic field the appearance of a Roman amphitheater." *

"The question of the method of the appointment of men
to places requiring a high degree of skill and a wide range
of culture is difficult and no method has probably been
devised which insures that the right man may always be
chosen. The objection to the choosing of professors by a
president, even assuming a consultation with his immediate
advisers, is open, among other objections, to the very serious
one that the choice is usually narrowed to a limited number
of persons when there might be men excellently qualified
whose names are never mentioned. In obtaining men for
high technical places under the Federal Government through
the Civil Service, chiefs of divisions are often surprised at the
discovery of men who had been hitherto entirely unknown out-
side of their own regions, but of a very high order of ability.

"The effort made to overcome this difficulty which has
been adopted in the choosing of professors in the Italian
universities and which has shown excellent results is the
following.

"When a vacancy occurs in a professorship in an Italian
university, the Minister of Public Instruction advertises the
1 Carnegie Foundation Bulletin No. Two, p. 36.

388 The Reorganization of Our Colleges

vacancy in the journal of the department and bulletins an-
nouncing the existence of the vacancy are posted in uni-
versities or in other places likely to attract the notice of
possible candidates. Any person may apply for the position.
His application must be accompanied by certain biograph-
ical information, together with a complete statement of his
record as a teacher and of his scientific or literary activities.
His publications must accompany the application. All ap-
plications must be made within a certain date.

"In order to decide between the applicants a jury is se-
lected, the faculty of each university in the country being
invited to vote for members of the jury, these being neces-
sarily professors of the same subjects or of a kindred sub-
ject to that in which the vacancy occurs. Each faculty votes
for five jurors. The Minister of Public Instruction chooses
five names from amongst ten having the highest votes.
The applications of the candidates are then turned over to
this jury. They report to the Minister three names in the
order of merit and the appointment is offered to the first;
if he refuses, to the second; and if he refuses, to the third.

"It should be mentioned that in exceptional cases the
faculty of the institution in which the vacancy occurs may
request the filling of the vacancy by a direct call to another
professor of the same subject in another university.

" In sharp contrast to this method of choice there has been
developed in nearly all American institutions a system of in-
breeding under which young graduates are appointed as-
sistants, and then advanced to instructorships, and later are
promoted to the faculty." '

1 Carnegie Foundation Bulletin No. Two, p. 56.

Appendix 389

APPENDIX No. V1

Much space is devoted by the Carnegie Foundation to
the dissimilarity of remuneration among the instructors.

"Columbia University and Harvard University have al-
most the same number of persons in their teaching forces,
559 and 573 respectively, and about an equal proportion of
each force are professors. The average salaries at Harvard
for the full professors and for the assistant professors are
higher than are the average salaries at Columbia for the
full professors and for the adjunct professors; yet the total
annual amount expended by Columbia in salaries to the in-
structing staff is $300,000 larger than is the similar expendi-
ture by Harvard University. After making allowance for
the salary budget appropriated by Radcliffe College (Bar-
nard College being included in the figures for Columbia
University) this excess of the Columbia budget is equal to the
total annual income received by an institution of the size of
Dartmouth College. At least half of this difference between
the salary expenditures at Columbia and at Harvard is due
to the difference in the salaries paid in the teaching grades
below faculty rank. The average instructor at Harvard re-
ceives $753 a year less than the average instructor at Co-
lumbia, and in the grade of assistant the difference between
the two college departments is about $150. There is also
a considerable difference between the average salary of the
junior officer at the College of Physicians and Surgeons of
Columbia, and the similar average for the Medical School of
Harvard. These amounts of $750 and $150 do not seem
much in themselves, but when they are multiplied by the
large number of teachers who in a great university such as
Harvard hold the titles of instructor and assistant, the re-
sult is a saving of about $130,000 a year, enough to pay all
'Page 293.

390 The Reorganization oj Our Colleges

the salaries of all the professors and of all the other teachers
at either Brown University, or at Wellesley or at Vassar."

As to varying instructional demands upon the teaching
force of different institutions, the Bulletin says (p. 49) :

"This variation amongst institutions is a very important
fact. Why should one institution of those given in Table
II need three times as many teachers per hundred students
as another institution, or inversely, how can one of them get
along with a third as large a staff per hundred students as
another has? Should one college provide five times as
many (or as few) teachers to a hundred students as another?
This great variability may mean (i) great differences in the
educational problems met by different institutions, all doing
their work with the same adequacy, or it may mean (2) that
the resources of some are inadequate, or it may mean (3)
that the resources of some are not perfectly employed, or
it may mean a combination of two or three of these con-
ditions. A painstaking investigation of the exact condition
of the staff, students, and curriculum in each institution is
evidently very much needed."

Again the Bulletin says (p. 62):

"The amount of teaching which institutions of different
grades calling themselves colleges or universities exact of a
professor, an assistant professor or an instructor, varies so
greatly with the standards of the institution and the status
of education in its region that it is impossible to give any
complete statement concerning it without a full list of the
professors of each institution, the number of recitation peri-
ods and the amount of laboratory work assigned to them.
In general it may be said that the full professor in the
stronger universities is called upon to give from six to twelve
hours a week of lectures or recitations, counting two hours
of laboratory or seminar exercises as equivalent to one hour
of lecture or recitation. In the better smaller universities

Appendix 391

and colleges from twelve to fifteen hours a week of lectures
and recitations are counted as the ordinary work of a pro-
fessor. In a number of institutions as many as twenty-five
hours a week of recitations and lectures are demanded.
Such excessive demands upon the professor are invariably
associated with low standards, the effort for numbers and the
widespread attempt in American colleges to give instruction
in every conceivable study. The number of teaching hours
a week imposed upon the teacher and the amount of admin-
istrative detail added to them are directly related not only
to the question of good teaching but also to the possibilities
of the teacher for study, for growth and for scholarly pro-
ductiveness. The present bulletin was compiled from data
dealing with the financial status of the teacher in the higher
institutions. A statement concerning matters relating to the
scholarly status of the professor will be prepared later."

At another point the Bulletin says (p. 51):

"Nor will anyone informed concerning higher education
deny that the teaching resources of some institutions are
inadequate. The significance of our data lies in the fact
that unless there is some waste in some institutions, there
is an enormous inadequacy in others. After making every
allowance for differences in the proportion of part-time pro-
fessors and assistants, for differences in the character of the
work, and the like, it seems strange that we should find among
institutions doing work of approximately equal difficulty, some
with a provision of over twice as many teachers as others.

"This fact is, perhaps, the most important one that ap-
pears in comparing institutions for higher education. It
leads at once to this question, ' Given a college of liberal arts
and sciences, or a medical school, or a law school of a certain
size, what is the number of teachers that the administrative
authority has a right to demand of the financial authorities
for the proper conduct of the work/ and to the further ques-

39 2 The Reorganization of Our Colleges

tion, ' Given a certain sum for salaries for such a college or
school of a certain size, how much must be sacrificed in the
quality of the teachers in order to get enough teachers?'

"If the country as a whole could afford a teacher for
every three university students, it might be wise economy;
but if the country as a whole can afford only one for
eleven, it may be a waste for one institution to have many
more than its share. There is presumably an optimum
proportion of instructors to students, movement toward
which brings increasing educational returns for each teacher
added, and movement beyond which brings diminishing
returns.

"Some university teachers will deny this doctrine of di-
minishing returns, and very many of them will deny that
any institution in this country has passed beyond this opti-
mum proportion. The matter needs investigation, but the
experience of elementary and secondary education and the
general facts of human nature support the belief that, after
the groups in which students are divided for instruction
reach a certain minimum, further division produces very
little educational gain. Indeed, there is some support for
the belief that a class of fifteen students in the majority of
undergraduate or professional subjects is absolutely better
than a class smaller in number and that a seminar or pro-
seminar or other specialized course is more efficient with
eight students than with less. In any event it is as much the
duty of the educational administration to use funds econom-
ically as it is the duty of society to provide more money for
higher education. With all due regard to the necessity of
presenting a wide range of subjects for study and of giving
students close personal attention, it seems proper that an
increase of the staff of a university beyond twelve men for a
hundred students, or of the staff of a college beyond nine
men for a hundred students, should be regarded not, as it

Appendix 393

now is, as an unmixed good, but as a step that may demand
justification as truly as would an equal decrease.

"The second question suggested by the great variation
in the number of students per instructor was, ' Given a cer-
tain sum for salaries for a university or college of a given size,
how much must be sacrificed in the quality of the teachers
in order to have enough teachers?' As a concrete sample
of this problem let us suppose an undergraduate college like
that for men at Princeton, or for women at Mt. Holyoke, to
have enrolled 200 freshmen, 160 sophomores, 150 juniors,
and 140 seniors, a total of 650, and to have an allowance for
salaries of $70,000. Shall it employ 80 teachers at an aver-
age salary of less than $900, or 60 teachers at an average
salary of nearly $1,200, or 40 teachers at an average salary
of nearly $1,800? In the first case it can provide twice as
many courses or give each member of the staff only half as
many hours of teaching as in the last case. Keeping the
latter alike in both cases it could offer say 300 courses in the
first case, and only 1 50 in the second.

"Suppose the allowance for salaries to be the relatively
high one of $140,000. Shall the institution have a staff of
80 at an average salary of $1,800 or a staff of 60 at an aver-
age salary of $2,400, or a staff of 40 at an average salary of
$3,600, with consequences as before to the amount of teach-
ing of each member of the staff, or to the variety of the
courses offered to the students?

"The figures concerning the number of students per in-
structor strongly support the criticism that the American
colleges and universities are offering too many courses.
One three-thousand-dollar man teaching a class of thirty-
six students probably means better progress in education
than two fifteen-hundred-dollar men each teaching eighteen
of the thirty-six. With a given sum to spend and a given
number of students, salaries can be increased only by di-

394 The Reorganization 0} Our Colleges

minishing the number of courses taught by an individual.
Either of these alternatives seems preferable to leaving sal-
aries at their present low level, and the former seems feasible
without any alarming loss in the adequacy of college curric-
ula to the need of college students.

1 'One may well hesitate to oppose any widening of the
scope of an institution's offering in science and letters. But
the educational welfare of the students is in the long run
more dependent on the quality of the teaching profession
than on all other causes. And the increase of courses is not
mainly due to greater needs of the student body. On the
contrary, it may be irrational.

"The professor at the head of a department is usually
a specialist, zealous for the subject he loves, not interested
in and unacquainted with the facts of university economy.
He is eager to see his department flourish and to that end
adds courses. He dislikes to have a student wish for a cer-
tain course in his junior year because it is for economy
given only biennially. Often he fails to appreciate that
biennial courses may mean a doubled salary allowance per
man. He does not feel quite justified in demanding a
greater salary for himself, even though he is wasting the uni-
versity's energy in copying quotations, building fires and
hunting about the town for a cheap tailor. But he feels it
his duty to beg for an additional man in the department.
He is, perhaps, conscious that better men, and hence higher
salaries, must be the means of advancing his or other de-
partments in the long run, but whenever the question is pro-
visionally raised he tends to take the line of least resistance
and ask for an addition which will not bring up the question
of raising the institution's scale of salaries.

"The college president, while more appreciative of the
general issue, tends likewise to take the line of least resis-
tance. A thousand dollars five times is easier to ask for

Appendix 395

than five thousand dollars once. Ever hoping that the finan-
cial authorities will follow his broad recommendations to
raise the salary schedule, he makes specific recommendations
for increasing the number of courses, which in the end
make consent to his appeal for a higher schedule impossible.
Moreover he, too, is ambitious for the growth of his institu-
tion; he loves to see it do every desirable thing that other
institutions do; he finds it easier to get more courses than to
get better men.

"In some cases there has been on the part of heads of de-
partments and heads of colleges nothing less than a passion
to increase the variety of courses and the size of the staff.
A course is given though only five out of a thousand students
take it, and though these five would probably be as much
profited by some other course already offered. Yet to give
that course is to withhold an increase of twenty or twenty-
five per cent to some individual's salary. No institution
for higher education in this country should, with its present
salary schedule, increase its programme of studies except
after most careful consideration.

"There also has been an insufficient cooperation between
departments and between institutions. If all the depart-
ments of an institution would agree to ask for no added
appropriation for five years on condition that the salary
schedule be then raised by a certain amount, the president
could recommend a rise in quality as an alternative to a
rise in number. In many things institutions might profit-
ably cooperate. There does not seem, for example, any ne-
cessity for two universities in the same city to give courses
in Syriac. Even where large universities are separated by
several hours' journey, they might well consider whether
each of them should give courses in Icelandic, in Pali, and
in Old Portuguese. A division of labor might well be ar-
ranged in such subjects.

396 The Reorganization oj Our Colleges

11 Indeed this division of labor could be extended with
profit into wider fields than a few recondite courses. If
different institutions would cooperate, whereby one would
provide an elaborate programme of studies for graduate
students in, say, the physical sciences, another a similar spe-
cialization in the mental sciences, and another similarly for
the modern languages and literatures, and so on, there
might be a decided gain for the welfare of American edu-
cation as a whole. There would certainly be a gain in the
pecuniary rewards of American professors."

INDEX

INDEX

Accountant, should be in charge of
finances, 22, 340, 341.

Accounting systems, results of, 227-
234. See Bookkeeping.

Activities, student, what are, 64,
65.

Administration, present college sys-
tem imperfect, 26, 27; and
student life are like trained
nurses, 30, 31; must be devel-
oped, not carried, 35, 36; lack
of, in fraternities, 100; would
have foreseen evil results, 136;
needed during expansion of
colleges, 153, 154; important
in college work, 163; its nature
and growth, 165, 166; is an
atmosphere and science, 165-
167, 177-179; how it treats
new problems, 166-172; col-
leges err as to, 168-173; il-
lustrated by cigar company,
169-171; difference between
pedagogy and, 170-172; diffi-
culties of, not relatively great
in colleges, 171-173; in other
corporations, 172, 173; how
regarded in colleges, 173-180;
power of, 172, 173; how re-
garded in business, 173-175;
should not be an adjunct to
pedagogy, 168, 175, 180; ob-
jects of, 179, 180; none in ear-
lier colleges and times, 181,
182; variable factors in college
found in, 182; need of, comes
from an increase in numbers
and intricacy, 201, 202; when
absolutely necessary, 202, 203;
how problems of, have in-
creased in colleges, 201, 202;

Admin istration — Cont.

requires cleavage into de-
partments, 202; required by
changes in colleges, 202-204;
is an added expense without
direct producing power, 205-
216, 352; on railroads and in
construction work, 206; pre-
ceptorial system is, 207; vari-
ous kinds of agencies of, dis-
cussed, 207-214; departments
of, in a business, 209; how
it has grown, 210; why col-
lege must have, 210-212, 226;
must be conducted by ex-
perts, 211, 214; regulates in-
ternal affairs, 212-214; re-
sults of, at Columbia, 213,
214; must cover diversities
of college and have common
data, 219-222; how presidents
and professors should study,
239; and the marking system,
245-257; publicity bureau,
280-288; character and course
of head of, 297-306; motto of,
297; men demanded in, 298;
how to be applied, 299-303;
criticisms as to, 299-306; will
insure good pedagogical re-
sults, 300; and prevent jeal-
ousy in faculties, 300-303 ; cost
of, and how defrayed, 303-
306; will add to college funds,
305; training experts in, 298,
299 ; relation of, to student life,
307-312; must be coordinated,
307; and allow for differences
in homes and colleges, 308-
312; must improve college
community life and homes,

399

400

Index

Administration — Cont.

308-312; must arrange for rec-
reation, 309; must train indi-
viduals, 310; must insist on
gymnastics and physical ex-
aminations, 310; must rule by
college sentiment, 312; must
enforce college motto, 329,
330; will enforce good work in
all departments, 338, 339; sep-
arate department of, 352-362;
an expense and nonproducer,
352; must be adapted to con-
ditions and size of college, 353 ;
is in experimental stage, 353;
bureaus of administrative de-
partment (i) of statistics and
forms, 354, 355; (2) of college
waste heap, 355; (3) of college
activities, 356; (4) of college
homes, 356; (5) of health and
physical exercises, 356, 357;
(6) of graduate field, 357; (7)
of college plant, 357, 358; (8)
of publicity, 358; (9) Mark
Hopkins or personal equation
bureau, 358-362; must con-
serve character-building capi-
tal and influence of teachers,
359-362; student must carry
away impress of teacher, 359,
360; the true capital of the
college, 360; influence upon
freshmen, 361, 362; duties of
head of, 362. See also Col-
leges.

Administrative, definition of, 313,

SH.

department. See Administra-
tion.

Advertising, principally through in-
tercollegiate athletics and the
effects thereof, 280-283. See
Publicity.

Alumni, duties in regard to frater-
nities, 1 1 6; power in under-
graduate affairs, 123; belief as
to moral conditions, 136, 137;
have worked out forms, prece-
dents and records in athletics,

Alumni — Cont.

226, 227; experience with
forms and blanks, 233-234;
could help in studying college
waste heap, 258, 265. See
Fraternities.

American college and university,
new form of, 367-373.

Amherst College, students in, from
other states, 55, 56; honor sys-
tem at, 78-80; value of fra-
ternity property at, 100.

Association of American Univer-
sities, report of committee on
membership, 6, 375.

Athletics. See College Community
Life, Intercollegiate Athletics.

Atmosphere, the university is an;
administration is an, 165. See
College Atmosphere.

Auditing. See Bookkeeping.

Banks, New York, presidents of,
318.

Banquets, heavy drinking at, 137.

Bentley, R. C., 267.

Blank forms, college does not use
intelligently, 223; three kinds
of, 223-230; as precedents in
law, insurance policies, etc.,
224-226; used in intercollegi-
ate athletics, 225, 226; and
the results therefrom, 226; to
increase productive effective-
ness and train experts, 226,
227; cost accounting system,
227-234; reports of railroads,
227-234; internal effect there-
of, 228, 229; cost accounting,
effect of, 229, 230; no checking
off of departments in colleges,
230; attitude of business con-
cerns toward, 230, 231; are
prevalent everywhere, except
in college, 231, 232; how lack
of, weakens college, 231, 232;
must not be made a fetish,
233; under marking system,
245-257; bureau of, 354, 355-

Index

401

Boarding houses, college, 97, 98,
107-111, 350-352. See Col-
lege Home.

Boarding schools, atmosphere of,
94; vices in, 133, 134.

Bookkeeping, growth from single
entry to double entry, 215, 216;
growth from double entry, 215,
216; college still in single en-
try stage, 216; has provided
new units of measurement,
217-219; can cover diversities
in colleges, 219; present col-
lege, based on a diploma, and
does not analyze internal con-
ditions, 220; crude, in one uni-
versity, 220, 221; colleges
should have the very best, 221,
222 ; nature of, in colleges, 222 ;
results of accounting system,
227-234; in financial depart-
ment, 340.

Bowery Mission, 138.

Briggs report, 197, 210, 211, 238,
337; is an inventory, 238.

Buildings, too much should not be
spent upon, 305, 306.

Bureaus, different in college. See
Administration.

Busting out, 253, 277-279.

Canfield, James H., quotations
from report of, 17-19, 186,
266, 267.

Capital, and income of colleges,
190; true, of the college, 360-
362; how conserved and used,
360-362; should be in liquid
form, 305, 306.

Carnegie, Foundation, 194, 199,
237, 286, 292-296, 378-380,
385-396; library gifts, 294-
296.

Changes, in college conditions and
methods, u, 203, 204.

Character-building, 359-362.

Children of college graduates, sta-
tistics as to, 142.

Cigars, combination in making of,
169, 170.

Citizen, relation of, to the state or
government, 40-43; students
have same relations to college,
45, 46; how government and
internal relations of colleges
are to be studied, 49 ; most un-
dergraduates, minors, 47; un-
desirable, 7 1-73; training of, in
student lif e, 1 1 6, 1 1 7 . See also
Citizenship, Colleges, State.

Citizenship, physical education in
preparing for, 83-87; training
for, 1 6, 17, 372, 373; course in,
364-366; most important in
college, 364; should study col-
lege conditions, and train for
efficient citizens and practical
politicians, 364, 365 ; previous
failure in regard to, 365, 366.
See also Citizen.

Coach, canvassing athletic material
by, 24; needs no examinations,
268, 269.

Colleges, how word is used herein,
9, 10, 48; new form of, 367-
373; and universities, distinc-
tion between, 6-8, 368, 369;
change in nature of, 36-50;
wealth and power of, 37; are
political or municipal corpora-
tions, 38, 39; quasi public, like
railroads, 38, 39; gradual de-
velopment to quasi municipal
corporations, 40; relation of
student citizen to, 40-47; how
we must study parts of, 49;
dissimilarity in, 44; objects of,
14-20, 153-157; now exer-
cising public functions, and
capstone of compulsory pub-
lic-school system, 53, 54, 331,
332; boarding houses in, 97,
98, 107-111, 350-352; are
public servants, like railroads,
and should be under same
control, 58; if they go astray,
it is not merely a pedagogical
matter, 59; close connection
with state and its homes, par-
ents, citizens, 59, 60; what

402

Index

Colleges— Cont.

state aid to, implies, 55; duties
toward state, 89; capital and
income of, 100; increase of stu-
dents of, 191, 192; overwork-
ing teachers, 190-194; need
liquid capital, 305, 306; need
large income rather than large
endowments, 304-306; aims
and duties of, must be denned,
331; need patriotism for the
state, and to train for citizen-
ship, 332 , 333 ; number of, 205 ;
how methods and fields of in-
struction of, have changed,
204, 205 ; competition for num-
bers, 194; should have best
accounting system, 221, 222.
See Administration, College,
infra, Earlier Colleges, Peda-
gogy, Reorganization.
College, activities, 64, 65; bureau
of, 356.

administration. See Adminis-
tration.

administrative problems increase
with size, 201-214.

admission to, 278, 279; waiting
list in, 275-279.

atmosphere, importance of, 70-
74, 86-89, 122> effect on young
men, 137; good, must be as-
sured, 351.

authorities, have not studied their
own conditions, 68, 69; re-
sponsible for college vices,
128-131, 138-145.

course, objectives of, 14-17.

community life, nature of, 46-
49; not well differentiated in
early college, 61-63; no longer
a simple matter, 63, 64; covers
a distinct life period, 64, 65;
and recognized student activ-
ities, 64; is important part of
college education, 66-74; rep-
resents the soil, 66-68; interest
of college in, direct, 68; direct
effect upon students of, 68; not
understood by college author-

College— Cont.

ities, 68, 69; close acquaint-
ances in, 69; complete change
from earlier times, 70; badly
affected by course of colleges,
70, 71; tends to lower scholar-
ship, 71 ; students go wrong in,
71; place in training for citi-
zenship, 71-73; relation of ad-
ministration to, 307-312; vari-
ances in, 308-312; must be
kept clean and inspiring, 310-
312; covers picked men, 348;
politics in, 348, 349; compe-
tition in, 350-352. See Stu-
dent Life Department.

departments of, 21-32.

discipline. See Discipline.

dormitories. See Dormitories.

education, how words are used
herein, 16; formerly a luxury,
51; and built up aristocracy,
52; final molding for citizen-
ship, 220, 221 ; must be nation-
alized, 372, 373; how its ele-
ments have changed, 240-244;
what it must be, 332-338; how
we must individualize, 333-
338; soft culture courses, 334-
337; must hold up high ideals,
336» 337J college must im-
prove itself, 337, 338. See
Education.

field, must be studied, 240-244;
bureau of, 357. See Field.

finances should be under skilled
accountants and reports be
very full, 21-23,339-341.

home life, how governed and re-
formed, 40-43, 47-50; must
reach personal habits through,
81, 82; like any other home,
90, 91; must exist in college,
90; every student has it, 90,
91; badly neglected, 91, 92;
must be affected by permanent
human influences, 92, 93;
which must work from within,
92, 93; importance of restoring
it to its proper place, 94; value

Index

403

College— Cont.

in eyes of forefathers, 94, 95.
See also Fraternities. Con-
nection of, with college vices,
118-145. See College,, Vices.
Undue importance often given
to, 152-155; has been running
wild, 155, 156; in connection
with college temptations, 160,
161 ; forces of, overstimulated,
152-154; how effected by ad-
ministration, 307-312; must
allow for variance in, 307-310;
good times in, 309; must be
kept clean, 311, 312; rights
and duties of college in, 311;
how misunderstood, 328; cov-
ers picked young men, 348; its
social problems, 349; compe-
tition between, 350; requisites
of> 35 !» 352; the ideal college
home, 352; parents and others
should study, 352; bureau of
college homes, 356. See Col-
lege Community Life, Student
Life Department.

inventory, 235-239.

life, how words are used herein,
9, 48; no longer a simple affair,
63, 64; covers a recognized life
period, 64.

marking system. See Marking
System.

methods, very crass, 258, 259.

motto. See Motto.

pedagogy. See Pedagogy.

plant, study of, 235-239; inven-
tory of, 235-239; how trusts
take inventories, 235, 236; bu-
reau of, 357, 358.

president. See President.

reorganization. See Reorgan-
ization.

temptations, importance of, 160,
161.

training, how words are used
herein, 16. See Citizenship,
College Education.

vices, reasons for discussion of,
118, 119; are moral, not legal

College— Cont.

misdemeanors, 118, 119; how
they should be studied, 119-
125; differ in different institu-
tions at different times, 1 20, 1 2 1 ;
affected by college atmosphere,
121-124; what they compre-
hend, 124, 125; attitude of stu-
dents toward, 125; caused by
local and other conditions,
126-128; where most preva-
lent, 126-128; make student
life most important depart-
ment, 127; danger of disease,
127, 128; counteracting, 128;
made worse by authorities and
alumni, 128-131 ; have not been
properly studied, 129, 145; im-
proper lectures, 129; growth
because of lack of adminis-
trative department, 130, 131;
is there proof as to, 131-139;
statement of medical depart-
ments, 131, 132; affect the
commonwealth, 132; instances
of, 132-137; brought from
preparatory schools, 133, 134;
growth of drinking habit,
134-139; even in denomina-
tional colleges, 135; drinking
clubs, 135, 136; drinking at
commencement and alumni
and fraternity banquets, 136-
138; how these vices are re-
garded by railroads and other
corporations, 134, 138; effect
on young boys, 137; and on
college graduates, 138; posi-
tion of authorities as to, 139;
discussion from point of reor-
ganizer, 139, 140, 144; and of
duty to state, 140-145; as af-
fecting future of graduates,
142; touch every home in state,
142, 143; colleges should pre-
vent, 143, 144-

waste heap, and college vices,
121, 138; size of, 184; how to
be studied, 258-265; how man-
ufacturers study their waste

404

Index

College— Cont.

products, 258, 259; what com-
posed of, 259-261; waste of
costly products stopped in fac-
tories, but not in colleges, 260,
261 ; purposes of study of, 261,
262; how conditions will be
analyzed, 260-262; we should
rate institutions according to
size of, 263; governmental bu-
reau to help study, 263, 264;
and demand annual account-
ing, 264, 265; bureau of, 355.
See also Colleges.

Columbia, size in 1850, 30; student
government at, 77, 380; value
of fraternity property at, 100;
pay of teachers at, 197; results
of business methods in, 2 1 3, 2 1 4.

Commencement, drinking at, 136,
137; enthusiasm at, 152.

Commonwealth. See State.

Community life, how governed and
reformed, 40-42; importance
of, 373. See also College
Community Life.

Cost of administrative department,
303-306.

Cost accountant, 212, 340.

Cost accounting, how it has grown,
216-222; absolutely necessary
in colleges, 216-222; results of,
227-234.

Credit man, 212.

Culture courses, growth of, in state
universities, 8, 9. See Soft
Culture Courses.

Dartmouth, under first president,

182, 183.

Debts of cities and states, 37.
Definition of college and university,

6,368,369,377-.

Denominational institutions, col-
lege vices in, 123, 124, 135;
lack of uniformity in, 292.

Differentiation, of administrative
departments, 202; in college
departments, 211, 212, 338,
339, 363-

Diploma, universal value of col-
lege, 56; on the marking-sys-
tem basis, 251; meaning and
value of present, 310, 328, 332,
365; studying for, 334-338-
See Marking System.

Discipline, in earlier colleges, 181-
184; in the reorganized college,
270-274; will follow planes of
college life, 270, 271; story of
mouse, 270, 271; not under-
stood, arbitrary and autocrat-
ic, 271-274; story of student
flunked in gymnastics, 272;
bad results of present system,
274.

Dormitories, not being built by
state universities, 97; many
colleges have none, 97-99; cost
of, 98-100; ideal size of, 106,
107, 115; in coeducational
college, no. See also College
Home Life, Fraternities.

Double-entry bookkeeping, 215-
222.

Drunkenness. See College Vices.

Earlier colleges, tutors' connection
with home life of, 31; charac-
teristics of, 36, 45; trained
scriptural contra versialists, 5 r ;
right to education determined
by parents or church, 54; com-
munity and home life in, 61-
63, 69, 70; care of personal
habits in, 61-63; founded on
private schools, 195, 196;
marking system in, 245, 246,
256, 257; presidents of, 314.

Education, now scientific and spe-
cialized, 52; universal and
compulsory, 54; enormous ex-
penditures for, 55-59; much
now falsely so called, 183, 184;
often, does not look for facts,
217. See College Education.
United States Department of,
263-265.

Elective system, 171.

Eliot, President, 122, 203-205, 217.

Index

405

English grammar schools, report
upon, 17-19.

Evidence, as to college vices, 118-
120, 131-139.

Examinations, in reorganized col-
lege, 266-269.

Executive, how it was evolved, 313;

definition of, 313, 314.
department, 27. See President.

Factory, accountant in financial de-
partment, 340; practice, 188-
198.

Field, of the reorganized college;
how business men study their
field, 240; change in college
field, 240, 241; necessitates
administrative improvements,
241-243; how one factory stud-
ied its field, 241-243; students
handicapped because college
has not studied its field, 243,
244.

Financial department of college,
21-23, 2I7» 220» 22I5 h°w
accounts in, are to be kept, 339 ;
should have expert factory ac-
countant, 340; cost system in,
340, 341-

Flexner, Abraham, "The American
College," 25, 198.

Flogging, at Harvard, 63.

Forms. See Blank Forms.

Football, its prominence and mot-
to, 326-330; growth not acci-
dental, 327; what its motto
means, 329. See Intercollegi-
ate Athletics.

Fraternities, canvassing freshmen,
24; and the college home,
96-145; houses of, came
when college neglected college
homes, 96, 97; distinction be-
tween their houses and college
boarding houses, 96-98; cost
of houses of, 98; have changed
center of gravity of student
body, 99; own typical homes
of ordinary college, 99; value
of their properties, 99, 100;

Fraternities— Cont.

will soon enter home-making
stage, 99, 100; field secretary
of, and results of his work, 101,
102; what this experiment has
proved, 102, 103; best point
from which to study student
conditions, 102, 105; all fra-
ternities can do good like
work, 103, 104; panhellenism,
power of alumni in homes, 104,
105; alumni in nonfraternity
colleges, 105, 1 06; importance
of, 106-108; colleges should
provide for nonfraternity men,
107-114; provide homes, not
barracks, 107-109; have done
something, colleges nothing,
109-112; have made some rec-
ords, in, 112; give social
training, 112, 113; growth of,
not accidental, 113, 114, 326,
327; life in, concealed, 114,
115; moral tendencies some-
times bad, 115-117; training
for citizenship, 116, 152; re-
lation to high-school fraterni-
ties, 117. See also College
Vices. Drinking at banquets
of, 137; unregulated, 153, 154;
hence have disturbed colleges,
171; marking system for those
endeavoring to learn standing
of undergraduates, 246-250;
duties of, 311-312; competi-
tion between, 350-352. See
College Home Life.

French Lyce"es, 17-19.

Freshmen, how cared for, 24, 25-,
361, 362.

Garfield, President, ideal of a uni-
versity, 341.

Germanization, of colleges, 171.

Germany, gymnasium and univer-
sity in, 194, 195; length of
her educational courses, 244;
teacher in university of, power

of, 333-
Gymnastics, compulsory, 310.

406

Index

Hadley, James, 245.

Harper, William R., 8.

Harvard, size of early classes, 30;
why founded, 45; flogging at,
63; pay of teachers at, 197;
changes of methods and fields
of instruction at, 204, 205;
lack of intelligible marks in,
246; earlier presidents of, 314;
use of Latin at, 336; financial
system in, 340.

Health and physical exercises, bu-
reau of, 356, 357.

High schools, growth and improve-
ment of, 9; influence of student
life department upon, 161,
162; fraternities at, 117.

Home, importance of, 373; college,
see College Home Life.

Honor system, at Amherst, 78-80.

Hopkins, Mark, 341; bureau, 358-
362.

Human agents, affecting college
home, 92.

Ideal, of reorganized college, 325-
330. See Motto.

Insurance, use of forms and prece-
dents in, 224, 225; regulation
of, 212; companies in New
York, presidents of, 317, 318.

Intercollegiate athletics, part of
college community life, 75, 82-
89; used largely for advertis-
ing, 83; should be for develop-
ment, 83, 84; maintenance of
health, 85; preparation for life,
85; and recreation, 86, 87;
should not interfere with other
duties, 87; should be largely
governed by human agent, 88,
89; results of not regulating,
171; dominance of, 151, 152,
155-162; use of forms, prece-
dents and records in, 224, 225;
possible only because rules
and records are standardized,
255; coach needs no examina-
tions, 268, 269; have been
chief method of advertising,

Intercollegiate athletics— Cant.

280, 281; results thereof, 281,
282. See also College Com-
munity Life.

Inventory of the college, 235-239.

Jackson, Helen Hunt, 35.
Jesse, President, 87, 88.
Judson, Harry Pratt, 106.

Law, use of forms and precedents

in, 224, 225.

Lincoln, Abraham, 297, 365.
Looking backward, 35.

Manufacturer, how he studies his
plant, 188-194; his field, 240-
244; and waste products, 258-
265.

Marking system, diploma, 150, 158,
159; units under, 218; use of,
in earlier times, 245, 246; story
of Professor Hadley, 245, 246;
present system valueless, 246;
proposed new form of, 246-
250; must be fitted into com-
plete system, 250, 251; how it
should be used, 251-257; plan
of, in a Western university,
251, 252; must be backed by
administration, 251, 253; driv-
ing sheep to Omaha, 253;
results of proper system, 254-
257; should be standardized,
like athletics, 255-257; and
made clear to students, 256;
attitude of faculty toward, 256,
257. See Diploma.

Marks, meaning of, in college, 328,

332-
McClure's Magazine, extract from,

McKinley, President, 365.
Medical courses, changes in, 243,

244.
Medical schools and lectures, 129,

I31. *32-

Methods, changes of, in universi-
ties and colleges, 203-205.

Index

407

Michigan, University of, propor-
tion of college students in, 8.

Ministry, falling off in candidates
for, 91, 92.

Moralist, point of view of , 144, 145.

Motto, of reorganized college, 225-
230; must select one for all in-
stitutions, 325; importance of
football, 326; growth of foot-
ball not accidental, 326, 327;
football investment of colleges,
327, 328; "Team work, hard
work and good work," what
it means in the world, in foot-
ball and college, 328-330;
must be enforced by adminis-
trative department, 329, 330;
of college administrative de-
partment, 297.

Mouse, story of, 270, 271.

Municipal corporations, colleges
are quasi, 36-40; ownership,

Names of colleges and universities,

why not used herein, u.
New York City, presidents of in-

surance companies and banks

in, 317, 318.
Nonfraternity, colleges, conditions

in, 105, 106; members, 105-

114, 310.
Nursing, trained, relation to medi-

cine, 30, 31.

Oberlin, financial system in, 340.
Omaha, driving sheep to, 253.

Panhellenism, 104.

Parable of the Sower and the Seed,
66-68.

Parents, should investigate student-
life conditions, 121, 122; in-
terest of, in student life, 158;
should contribute to adminis-
tration cost, 304-306; should
study college home, 352; pow-
er of, in reorganizing colleges,

373-
Park, Professor, 358, 359.

Peabody, Endicott, 94.

Pedagogical department, in reor-
ganized college, 341-347; must
improve teachers and teaching,
341, 342; must put premium
on fine teaching capacity, 342 ;
must reward and promote
good teachers, 342, 343; award
its own honors, 343, 344; and
guard star teachers, 344; ped-
agogy must assert itself, 344,
345; and learn college motto,
346, 347. See Pedagogy.

Pedagogy, college, has abandoned
many functions, 35, 36; at
present poor, 23-26; story of
law student, 23, 24; no coach-
ing as with fraternities and
athletics, 24, 25; criticism by
Flexner, 25; should be pure
and simple, 29; overdevelop-
ment of forces of, 149-151;
real position of, 158, 159; does
not use forms, blanks, prece-
dents and accounting, 230-
234; difficulties arising there-
from, 231-234; responsible for
the college waste heap, 260-
265; why it cannot handle col-
lege administration, 299-303;
and pedagogical methods, 169-
172. See Colleges, Pedagogical
Department, Teacher.

Pennsylvania lines, 189.

Personal habits, to be reached by
college homes, 81, 82.

Phi Beta Kappa, 150.

Physical culture, how changed,
280, 281.

Physical education in college, ob-
jects of, 83-87.

Physical examinations, compul-
sory, 310.

Power of a man, 88, 89.

Precedents, use of, 223-227. See
Blank Forms.

Preceptorial system at Princeton,
207.

Preparatory schools, fraternities in,
117; vices in, 133.

408

Index

President, in the reorganized col-
lege, executive head, 313; du-
ties and functions as such, 313-
321; in earlier colleges, 314;
how he will help college per-
form its duty, 316, 317; will
bring things to pass, 317;
must be executive rather than
technical head, 317, 318; ex-
amples from New York insur-
ance companies and banks,
317, 318; must have good cabi-
net, 318, 319; must regard his
health, 320; must have no di-
vided responsibility, 318-321;
his training and duties, 362,

363-

Price lists, uniform, 291.

Primary unit of reorganized college,
185-199.

Princeton, size in 1850, 30; pre-
ceptorial system at, 207.

Professions, learned, how they
have changed, 240-244.

Public schools, expenditures for,
53-57; now educate most of
college students, 55, 56.

Publicity, bureau of, in the reor-
ganized college, 280-288; how
colleges have advertised here-
tofore, 280, 281; story of re-
formatory, 281, 282; scope and
work of, 283-288; will promote
college economy, 286-288;
how colleges have avoided,

286, 287; urged upon colleges,

287, 288; duties of, 358.

Railroads, early turnpike, 38, 30;
how chartered and consoli-
dated, 38-40; enforce total ab-
stinence, 134; growth of ad-
ministrative departments of,
206; construction foremen of,
206, 207; accounts and an-
nual reports of, 227-234, 263-
265; how standardized, 289,
290.

Records, use of, in athletics, 225,
226.

Recreation, important in college
athletics, 85, 86.

Reformatory, atmosphere of, how
changed, 281, 282.

Reserve funds, 188-194.

Reorganization, of colleges, from
what standpoint to be consid-
ered, 3, 4; on usual lines of
business and corporate af-
fairs, 4, 5; complicated by
high schools and technical
schools, 9; need of, admitted,
12; needed because of failure
to organize and coordinate all
departments, 13; demanded,
140, 142-145; what it implies,
363; first essential of, 185, 186;
teacher, primary unit, 186,
187; must follow factory prac-
tice, 187, 1 88; importance of
keeping plant in order, 188-
192; sinking, depreciation and
other reserve funds, 189, 194;
how plant to be conserved,
190-192; overtaxing teachers,
190-194; increase of students,
191, 192; decrease of average
income, 192, 193; strain on
faculty, 190-194; disadvan-
tages of college professors, 196-
199; must use blank forms and
precedents, 223-234; study and
care of college plant, 235-239;
must study college field, 240-
244; studying the college
waste heap, 258-265; exam-
inations, 266-269; discipline,
270-274; waiting list, 275-
279; advertising and publicity,
280-288; standardization and
uniformity, 289-296; further
suggestions as to administra-
tive department, 297-306; re-
lation of administration to
student life, 307-312; the
president, 313-321; motto and
ideal, 325-330; resume"; key-
note of, 33 1-366. See Colleges.

Reorganizer, point of view of, 139,
140, 144, 145.

Index

409

Rivalry between and within insti-
tutions, how promoted, 255.

Scholarliness, its meaning, 150,

151, 157-162.
Scholarship, what it means, 149, 1 50,

157-162. See Marking System.
Schurman, President, 107.
Sciences, how to be studied, 178,

179.

Sheep, driving, to Omaha, 253.
Single-entry bookkeeping, 215-222.
Sleeping sickness, 167.
Social evil. See College Vices.
Soft culture courses, 251, 328, 334-

Sower and the Seed, Parable of,
66-68.

Standard Oil Company, illustra-
tions from, 172, 213, 258.

Standardization, of athletic rules
and records, 255; of railroad
gauge, 289; and other equip-
ment and methods, 289-291;
uniform price list and mechan-
ical details, good effects there-
of, 291, 292; evil effects from
lack of, in colleges, 292; lack
of, in colleges illustrated, 292-
294; how brought about, 294-
296. See Uniformity.

State, relation of the college to, 51-
60; duties of college toward, 89,
140-145; cannot assume col-
lege functions, 143; conditions
in ideal, 147, 148; colleges
should train citizens of, 148,
149; embryo citizens of, 154,
155; citizenship great object
of college, 157; leaders are
from college graduates, 161;
improved conditions from
standardization in colleges,
294-296; rights of, as to ped-
agogical department, 302; du-
ties of college to, kept in view
by president, 313-321. See
Citizen, Student Government.

State aid to colleges, 55, 295, 354,
355, 373-

State universities, growing faster
than private institutions, 8, 9;
how cost of administration to
be paid, 304.

Statistics, bureau of, 354, 355.

Student activities, what are, 64, 65.
See College Community Life.

Student citizen, rights of, 274. See
Citizen, Citizenship.

Student government, growth of, 50;
should train for citizenship,
75-7 7» 81-83; wrong view of,
76, 77; can be made success-
ful, 77, 78; Columbia's experi-
ment in, 77, 380; Amherst's
honor system, 78-80; statistics
as to, 80, 81. See Citizen.

Student life department, must be
developed, not carried, 35, 36;
comprises ninety per cent of
student's time, 27, 28; value
of home factors in, 28, 29;
importance of, 146-162; reme-
dying evils of, 146; directly af-
fects future citizenship, 148-
162; predominance of college
community and home life
forces, 149-162; overdevelop-
ment of college pedagogy,
community or home life, 149—
154; scholarliness, 150, 151;
value in training future citi-
zen, 151-153; danger of not
regulating, 153, 154; running
wild, 155, 156; citizenship,
156-162; citizenship, chief
aim of, 156, 157; importance
of, in eyes of students and
parents, 158, 159; requires
good administration, 159, 160;
college temptations, 160, 161;
trains leaders, 161, 162; quite
outside of pure pedagogy, 162;
how misunderstood, 328; is
dealing with picked young
men, 348; politics in, 348, 349;
college should study its own
problems, 349; duties of fra-
ternities, 349-352; competi-
tion in, 350-352; the college

4io

Index

Student life department — Cont.
barracks, 350, 351: college
home-making, 351, 352; func-
tions of, 351. See Colleges,
College Community Life, Fra-
ternities, Intercollegiate Ath-
letics, Student Government.

Surety bonds, what required to get,
138-

Tabernacle, lecture by college
president upon, 51, 52.

Taft, William H., 351.

Teacher, how must be regarded in
college, 341-347. See Peda-
gogical Department, Peda-
gogy. New primary unit, 185-
199; is part of college plant,
1 86; easily goes stale, 186, 187;
• needs good factory practice,
187-191; is of primary impor-
tance, 188-194; how to be
conserved, 189-194; waste of,
at present, 191-194; over-
worked, 100-194; should be
better rewarded, 193, 194;
under German system, 194,
195; in earlier colleges, 195,
196; assistant, 196, 197; should
be kept at highest efficiency,
198; direct power of, upon
student, 359-362; teaching,
what it is, 181, 182. See Ped-
agogy.

Team work, hard work and good
work, 326-330, 339, 346, 347,

352» 3°2-

Technical schools, complicate re-
organization, 9.

Temptations of college, 160, 161.

Theology, changes in, 51, 52.

Thwing, Charles F., College Ad-
ministration, 27.

Trade unions, 301, 302, 345, 346.

Training for citizenship, how words
used herein, 73. See Citizen.

Trustees, board of, duties of, 316,
363-

Undesirable citizen, 71-73.
Uniformity, lack of, complications

Uniformity — Cont.

from, 7, io, n, 219, 220; as
to prevalence of college vices,
121, 122.

United States Department of Edu-
cation, 263-265.

United States Interstate Commerce
Commission, 228—234, 263-
265.

United States Steel Corporation, il-
lustrations from, 172, 179, 189.

Units, different kinds of, under
single- and double-entry book-
keeping, 217-222; marking
system as, 218; colleges must
find new, 218, 219.

University, how word is used here-
in, io ; shifting of center of, 7,
8; should be leader, 17-19; its
dudes to state, students and
officers, 18, 19; and college,
distinction between, 6-8, 377;
no sympathy between depart-
ments of, 203; has grown in a
casual way, 203, 204; new
form of, 367-373. See Col-
leges.

Waiting list in the reorganized col-
lege, 275-279.

Waste, from lack of administration,
205; unnecessary, in prepara-
tory schools, 244. See Col-
lege Waste Heap.

Waste pile. See College Waste
Heap.

Water Street Mission, 138.

Wealth and power of colleges, 37.

Wheelock, President, of Dart-
mouth, 182, 183.

Williams, students in, from other
states, 55, 56.

Wilson, Woodrow, 115.

Who's Wrho in America, 161.

Yale, why founded, 45; story of
James Hadley, 245, 246; ear-
lier presidents of, 314, 315.

Young Men'- Christian A~

tion, 88; connection with col-
lege home, 93.

14 DAY USE

RETURN TO DESK FROM WHICH BORROWED

LOAN DEPT.

This book is due on the last date stamped below, or

on the date to which renewed.
Renewed books are subject to immediate recall.

REC'D LD

SEP U '65 -5PM

General Library

University of California

Berkeley

I D

UNIVERSITY OF CALIFORNIA LIBRARY